Wayland-Cohocton CSD

The course focuses on essay writing designed to sharpen the student's perceptions of the world and to facilitate communications with correctness, clarity, unity, organization, and depth. Assignments include expository writing, argumentation, and research techniques. (3 credit hours). Prerequisite: Placement or ENGL0990.

Course Learning Outcomes

Students will demonstrate the ability to:

1. Produce coherent texts in conformance with all assigned objectives and appropriate to college-level proficiency in exposition and argumentation/ persuasion, including the following organizational and structural criteria:

· Introductory material appropriate to the purpose and audience

· Clear thesis that is adequately developed and supported

· Body paragraphs focused, presented in logical order, and supporting the thesis

· Concluding material appropriate to the purpose and audience

· Style and diction appropriate to the college level

2. Produce valid and structured logical arguments, including the following specific criteria:

· All content material pertinent to the thesis

· All claims and appeals supported

· No significant contradictions, inconsistencies, or fallacies of logic

3. Produce at least one extended piece of documented writing in conformance with the outcomes stated above and additionally including the following specific criteria:

· Appropriate MLA documentation style and format

· Borrowed materials integrated appropriately

· No evidence of plagiarism

· Sources of information reliable, sufficient, and diverse

4. Utilize the conventions of standard written English, including the following specific criteria:

· Generally free of significant sentence structure errors

· Generally free of significant grammatical errors

· Generally free of significant mechanical errors

Required Textbooks/Materials

McWhorter, Kathleen T. and Jane E. Aaron. The Successful Writer’s Handbook, 2^nd ed. Pearson-Longman: Boston, 2012. ISBN 978-0-205-03193-1

Kennedy, Mary Lynch and Hadley M. Smith. Reading and Writing in the Academic Community. 4^th ed. Prentice Hall: Upper Saddle River, NJ, 2010. ISBN 978-0-205-68947-7

Short Takes: Model Essays for Composition, 10th Ed.

edited by Elizabeth Penfield, ISBN 0-205-72549-X

Supplemental Course Materials

[Excerpts] The Writer’s Options: Lessons in Style and Arrangement

by Max Morenberg and Jeff Sommers, ISBN 0-321-01585-1

[Excerpts] Patterns of Reflection: A Reader (Third Edition)

edited by Dorothy U. Seyler

[Excerpts] The Conscious Reader (Seventh Edition)

edited by Caroline Shrodes, Harry Finestone, Michael Shugrue, and Fontaine Maury Belford

[Excerpts] The College Writer

by Randall VanderMey, Verne Meyer, John Van Rys, et al.

The Purdue Online Writing Lab http://owl.english.purdue.edu/owl/resource/747/01/

Brief Instructional Content Outline:

I. Overview Unit, introducing six aims of discourse and their salient characteristics.
II. Expository Writing

· Compare and Contrast

· Cause and Effect

III. Instruction by a WCCS librarian in research methods, appropriate online databases, and documentation as they apply to informative research.

IV. Persuasive Writing (Two brief assignments)

· Discussion of rhetorical situations associated with persuasive writing;

· Discussion of specific concepts and accompanying vocabulary which are characteristic of persuasive writing, i.e. writer's character, emotional appeal to audience, reasoning process, appropriate language and pronoun use;

· Discussion of impact of various persuasive rhetorical situations on writing strategies;

· Instruction in research methods and documentation;

· Application of rhetorical theory and library research skills to a variety of papers and readings.

V. Persuasive Writing (Capstone)

Tentative Course Outline

Week 1:

9/7-9/9

(Wed.)

Whole-High School Introductory Activities, Class Meetings, etc.

(Thurs.)

· Introduction to class, read syllabus, Aims of Writing Chart

· HW: Senior Essay Letter to be signed by next Friday.

(Fri.)

· Intro to iPads

o Useful apps, basic functions

o copy and paste

· Email and/or Google Docs setup

· General Paragraphing

o Point, Illustration, Explanation (PIE) paragraph from the Texas State Writing Center http://www.writingcenter.txstate.edu/Student-Resources/Handouts/contentParagraph/013/document/PIE+Paragraph.pdf

o Online Exercises

http://web.jjay.cuny.edu/~esl-rc/HTML/writing/exmenu_structure.html

§ complete exercises 1, 2, 3, & 5

o Other resources, if needed:

https://www.uvu.edu/owl/infor/pdf/content_organization/pargraph.pdf

http://lrs.ed.uiuc.edu/students/fwalters/para.html

http://owl.english.purdue.edu/owl/resource/606/01/

HW: Read “Freeze Frame” (Sh. T.) esp “Reading Critically”

Week 2:

9/12-9/16

(Mon.)

· Discuss elements of “Freeze Frame” (Sh. T.) esp “Reading Critically”

o HW: Prewriting – (Sh. T, p. 7-10)

· Intro to/ Review of www.turnitin.com

· HW: Set up your own account using CCC email.

(Tues.)

· Intro. Comparison & Contrast Essay, Read Sh. T. pg. 126-132, discussion

o MLA style header and heading.

o Read Sh. T. pg. 136 “Who’s Watching? Reality TV and Sports” by Frank Deford

· HW: Write journal entry #1

o Question #3 in Organization and Ideas and Question #3 in Technique and Style

(Wed.)

· Check HW – Journal entry #1, Discussion of Reading

Intro to MLA Quick Guide 2011-2012 (Based on 7^th? Edition MLA Handbook 2009, with examples)
Writer’s Workshop – Fragments and Comma Splices

(Thurs.)

· Read Sh. T. pg. 139, “Playing House” by Denise Leight

HW: Write journal entry #2
- Question #4 in Organization and Ideas and Question #4 in Technique and Style

(Fri.)

Check HW – Journal entry #2, Discussion of Reading

· Essay #1: Comparison and Contrast (1-2 pages, typed, double-spaced)

Write an informative compare and contrast essay explaining the differences of opinion on a chosen subject (i.e. Immigration, Green Energy, Corporate Mergers, etc.)
Research using two websites (.edu or .org only) or databases
- If you use .org sites, be sure to disclose the bias of the organization.
Must include MLA Works Cited page
FIRST DRAFT DUE next Thursday.

· Narrowing Topics (see “Choosing a Topic” at Purdue OWL)

Homework: Do some preliminary web research, choose one prewriting technique from Sh. T, p. 7-10 and begin generating ideas for the compare and contrast essay using p. 129-131 as a reference.

DUE Senior Essay Letter signed

Week 3:

9/19-9/23

(Mon.)

Check HW – Prewriting
Using Google for Academic Research (Sample Topic: Hazing on College Campuses)
- limiting searches (site:.edu, .org, .gov, and news articles)
- evaluating sources
HW: Begin researching and drafting Essay #1

(Tues.)

· Avoiding Plagiarism: Paraphrasing, Summarizing, and Quoting

· Writer’s Workshop (full period)- Research in Lab/Lib.

o Compare/contrast transition words and phrases http://lrs.ed.uiuc.edu/students/fwalters/compcontEx1a.html

http://lrs.ed.uiuc.edu/students/fwalters/compcontEx2a.html

HW: Begin researching and drafting Essay #1

(Wed.)

Guided Writing (full period)- Sign up for conference
Practice MLA Citation: Databases and Websites vs. Webpages
Practice MLA Format: Works Cited Page
HW: Continue researching and drafting Essay #1

(Thurs.)

FIRST DRAFT DUE Essay #1: Comparison and Contrast
Bring draft of Comparison and Contrast essay to class for revision and peer review
FINAL DRAFT DUE Next Tuesday
Conferencing and revisions

(Fri.)

· Intro. Cause & Effect Essay, Sh. T. pg. 202-209

· HW: Readings (due Mon.):

o “Technology’s Power to Narrow Our View” by Samantha Power Sh. T. pg. 225

o “Retreat into the iWorld” by Andrew Sullivan, Sh. T. pg. 229

o “The Class of 2008” (cartoon) by John Dearing, Sh. T. pg. 234

Write Journal entry #3– (Choose either Essay 1 pg. 228, or Essay 1 pg. 233 as a starting point)

Week 4:

9/26-9/30

(Mon.)

· Check HW – Journal #3

· Class discussion of readings.

· Class Reading “Crack and the Box” by Pete Hamill

· HW: Finish reading and answer questions 1-4 on page 377

(Tues.)

· FINAL DRAFT DUE Essay #1

· Essay #2: Cause and Effect (1-2 pages, typed, double-spaced) “Effects of Technology on Contemporary Society”

Write a cause and effect essay explaining the effect that technology has on our lives. Include a clearly stated argument (thesis statement) and explain the effects of technology using both information from databases and your own ideas about the topic.
Research using two database sources.
Must include MLA Works Cited page
FIRST DRAFT DUE next Monday.

HW: Create a “Cause-and-Effect Chart” and generate ideas for the Cause & Effect Essay from Sh. T. pg. 228 & 233, using p. 202-209 as a reference.

(Wed.)

· Check Homework and discuss.

· Writer’s Workshop: Writing Thesis Statements

· MLA Format: Setting up short quotes and using parenthetical citations.

(Thurs.)

· MLA Format: Long quotes (more than two sentences)

· Library Research

(Fri.)

· Writing Assignment #1 (in Lab or with iPads)

· Writing Conferences, as needed.

Week 5:

10/3-10/7

(Mon.)

FIRST DRAFT DUE

· Bring draft of Cause & Effect essay to class for revision and peer review

o Sign up for conference

· Writer’s Workshop

· FINAL DRAFT DUE Thursday.

(Tues.)

Revising and Conferencing (LAB)

(Wed.)

Revising and Conferencing (LAB)

(Thurs.)

· FINAL DRAFT DUE Essay #2

· HW: Read “Ban the Things. Ban Them All” by Molly Ivins

o Journal #4: Answer Questions Understanding Subject and Purpose #1-5 and Examining Strategies and Style #2, 3, 4

(Fri.) CONFERENCE DAY- NO SCHOOL FOR STUDENTS

Week 6:

10/10-10/14

(Mon.) HOLIDAY- NO SCHOOL

(Tues.)

Check Homework.
Discuss Ivins article.
- Identify appeals
- Identify and evaluate claims and counterclaims.
- Identify and evaluate refutations.
HW: Read “Disarm the Citizenry. But Not Yet.” by Charles Krauthammer

o Journal #5: Answer Questions Understanding Subject and Purpose #1-7 and Examining Strategies and Style #1-3

(Wed.)

· Check HW – Journal #5.

· Discuss Krauthammer article.

o Identify appeals

o Identify and evaluate claims and counterclaims.

o Identify and evaluate refutations.

· Essay #3: Using Argument (1-2 pages, typed, double-spaced) “Gun Control”

o Write an essay arguing that guns should or should not be regulated. Discuss to what extent they should be regulated (i.e. if there should be a ban on assault weapons, but not hunting rifles). Use both strong connotative language (perhaps sarcasm?) and statistics to support your opinion. Include a clearly stated argument (thesis statement).

o Research using two database sources.

o Must include MLA Works Cited page

o FIRST DRAFT DUE next Tuesday.

· HW: Begin prewriting

o What do I already know about this topic?

o What more do I need to know?

(Thurs.)

· Note-taking with Excel

· Library/ Lab research

(Fri.)

· In-class guided writing time

· Library/ Lab research

Week 7:

10/17-10/21

(Mon.)

· In-class guided writing time

· Library/ Lab research

(Tues.)

· FIRST DRAFT DUE Essay #3

· Read: “Student Essay: Refutation”

· Revise essays to include refutations of opposing ideas. (May include doing more research).

· FINAL DRAFT Essay #3 DUE Friday

(Wed.)

In-class guided writing time
Conferences and peer editing.

(Thurs.)

In-class guided writing time
Conferences and peer editing.

(Fri.)

In-class guided writing time
Conferences and peer editing.
FINAL DRAFT DUE Essay #3

Week 8:

10/24-10/28

(Mon.)

· HW: Sh. T. Ch. 9 “On Using Argument.” Read backgr. info., discuss terms, and take notes (Sh. T.) p. 236-242

(Tues.)

· In-Class Reading: Begin “Why I Went to the Woods” by Henry David Thoreau (p897-899)

· Use iPads or computers to look up unknown words or allusions.

· HW: Answer questions “Suggestions for Discussion” #1-3 on p902

(Wed.)

· Discuss questions and previous day’s reading.

· In-Class Reading: Continue “Why I Went to the Woods” by Henry David Thoreau (p900-902)

· Use iPads or computers to look up unknown words or allusions.

· HW: Answer questions “Suggestions for Discussion” #4-7 on p902

(Thurs.)

· Discuss questions and previous day’s reading.

· Journal #7

o see “Suggestions for Writing” #4

(Fri.)

Read: “The Trouble with Wilderness” by William Cronon p584-588
HW: Answer questions “Suggestions for Discussion” #1-5 on p588

Week 9:

10/31-11/4

(Mon.)

· Discuss questions and previous day’s reading.

· Essay #4: Using Argument (1-2 pages, typed, double-spaced) “Environmentalism”

Write an essay arguing that environmentalism is/is not an important movement in American Culture. Be fair. Discuss what contributions the environmental movement has made to our culture/ society and what limitations it may have. Again, use both a mix of connotative language and facts and statistics to support your opinion. Include a clearly stated argument (thesis statement).
Research using two database sources.
Must include MLA Works Cited page
FIRST DRAFT DUE next Monday.

HW: Begin prewriting
- What do I already know about this topic?
- What more do I need to know?

(Tues.)

· In-class guided writing time

· Library/ Lab research

(Wed.)

· In-class guided writing time

· Library/ Lab research

(Thurs.)

· In-class guided writing time

· Library/ Lab research

(Fri.)

· In-class guided writing time

· Library/ Lab research

Week 10:

11/7-11/11

(Mon.)

· In-class guided writing time

· Library/ Lab research

· FIRST DRAFT DUE Essay #4

· FINAL DRAFT DUE Monday.

(Tues.)

In-class guided writing time
Conferences and peer editing.

(Wed.)

In-class guided writing time
Conferences and peer editing.

(Thurs.)

In-class guided writing time
Conferences and peer editing.

(Fri.) HOLIDAY- NO SCHOOL

Week 11:

11/14-11/18

(Mon.)

In-class guided writing time
Conferences and peer editing.
FINAL DRAFT DUE

(Tues.)

· Handout list of Capstone topics. Choose one for Friday.

(Wed.)

Essay #5 Capstone Essay – Persuasive/Argumentative (6-8 pages, typed, double-spaced)
- Write an essay to inform your audience about a contemporary social issue and use persuasion techniques to make an argument about that issue.
- Requirements:
  - Must reference ten (10) sources
  - Must take notes on each source in an Excel spreadsheet
  - Outline as prewriting
  - Process writing (draft, revisions, teacher conference, and final draft.)
  - MLA cover page
  - Well-developed and well-considered piece of writing (6-8 pages).
  - Typed, double-spaced, 12-point Times New Roman font.
  - MLA style heading and header
  - Must be typed and submitted both electronically and via hard copy.
  - Quotes must be referenced with proper MLA style parenthetical citation
  - MLA style works cited page.
Homework: Write journal entry #8 – Choose from the following:

o What “cause” are you passionate about & why?

o What angers you about the world today & why?

o Identify a rule or law that you agree/ disagree with and explain why.

(Thurs.)

· Check HW – Journal #8 – Persuasive/Argumentative

· Preliminary Web Research

· HW: Research Process Analysis (RPA) Assignment—CCC Course Requirement*

o Begin filling out RPA. This will be due before you begin outlining.

(Fri.)

· Register for Sr. Essay topic

· Writer’s Workshop – Review long quotation format

Week 12:

11/21-11/25

(Mon.)

Review Note-taking, paraphrasing, and quoting (College Writer) p. 440-447

(Tues.)

(Wed.) HOLIDAY- NO SCHOOL

(Thurs.) HOLIDAY- NO SCHOOL

(Fri.) HOLIDAY- NO SCHOOL

Week 13:

11/28-12/2

(Mon.)

Library Research: Notes #1- Databases Only, Due Friday
- 4 sources, 30 notes, 4 Works Cited entries

(Tues.)

Library Research: Notes #1- Databases Only, Due Friday
- 4 sources, 30 notes, 4 Works Cited entries

(Wed.)

Library Research: Notes #1- Databases Only, Due Friday
- 4 sources, 30 notes, 4 Works Cited entries

(Thurs.)

Library Research: Notes #1- Databases Only, Due Friday
- 4 sources, 30 notes, 4 Works Cited entries

(Fri.)

Library Research: Notes #1- Databases Only, DUE
- 4 sources, 30 notes, 4 Works Cited entries

Week 14:

12/5-12/9

(Mon.)

Library Research: Notes #2- Databases and Online sources, Due next Monday
- 4 more sources, 30 notes (60 notes overall), 8 Works Cited entries overall

(Tues.)

Library Research: Notes #2- Databases and Online sources, Due next Monday
- 4 more sources, 30 notes (60 notes overall), 8 Works Cited entries overall

(Wed.)

Library Research: Notes #2- Databases and Online sources, Due next Monday
- 4 more sources, 30 notes (60 notes overall), 8 Works Cited entries overall

(Thurs.)

Library Research: Notes #2- Databases and Online sources, Due next Monday
- 4 more sources, 30 notes (60 notes overall), 8 Works Cited entries overall

(Fri.)

Library Research: Notes #2- Databases and Online sources, Due next Monday
- 4 more sources, 30 notes (60 notes overall), 8 Works Cited entries overall

Week 15:

12/12-12/16

(Mon.)

Library Research: Notes #2- Databases and Online sources, DUE
- 4 more sources, 30 notes (60 notes overall), 8 Works Cited entries overall

(Tues.)

Library Research: Notes #3- Databases and Online sources, Due Friday
- 2 more sources, 15 notes (75 notes overall), 10 Works Cited entries overall

(Wed.)

Library Research: Notes #3- Databases and Online sources, Due Friday
- 2 more sources, 15 notes (75 notes overall), 10 Works Cited entries overall

(Thurs.)

Library Research: Notes #3- Organization websites and Databases, Due Friday
- 2 more sources, 15 notes (75 notes overall), 10 Works Cited entries overall

(Fri.)

Library Research: Notes #3- Organization websites and Databases, DUE
- 2 more sources, 15 notes (75 notes overall), 10 Works Cited entries overall
HW: Research Process Analysis (RPA) Assignment—CCC Course Requirement*

Week 16:

12/19-12/23

(Mon.)

· DUE: Research Process Analysis (RPA) Assignment—CCC Course Requirement*

· Engaging the Opposition, p. 259 (CW)

· Organizing Your Essay using Refutations and Concessions

· Homework: Write journal entry #9- Map out Refutations and Concessions in example essays, Sh. T. p. 254- 261

(Tues.)

· Check HW – Journal #9 and Discuss

Library Research: Sort/ Organize Excel Spreadsheet

· “Organizing and Synthesizing Your Writing” (CW) p. 484

Overview: Basic Argument Essay Structure (Problem-Solution)

https://www.uvu.edu/owl/infor/test_n_games/index.html

“Basic Essay Organization”

(Wed.)

Outlining format
Practice: Reverse outlining previous essay (Essay #3).
Capstone Outline DUE Monday
Outlining

(Thurs.)

Outlining

(Fri.)

Outlining
Capstone Outline Due next class (Tuesday, January 3^rd)

Week 17:

12/26-12/30

(Mon.) HOLIDAY- NO SCHOOL

(Tues.) HOLIDAY- NO SCHOOL

(Wed.) HOLIDAY- NO SCHOOL

(Thurs.) HOLIDAY- NO SCHOOL

(Fri.) HOLIDAY- NO SCHOOL

Week 18:

1/2-1/6

(Mon.) HOLIDAY- NO SCHOOL

(Tues.)

Outlining
DUE: Capstone Outline
HW: Begin Drafting.

(Wed.)

Drafting and Conferencing

(Thurs.)

Drafting and Conferencing

(Fri.)

DUE: Writing Assignment #5: Senior Essay FIRST DRAFT.

Week 19:

1/9-1/13

(Mon.)

Revising and Conferencing

(Tues.)

Revising and Conferencing

(Wed.)

Revising and Conferencing

(Thurs.)

Revising and Conferencing

(Fri.)

DUE: Writing Assignment #5: Senior Essay FINAL DRAFT.

Week 20:

1/16-1/20

(Mon.) HOLIDAY- NO SCHOOL

(Tues.) TBD

(Wed.) TBD

(Thurs.) TBD

(Fri.) TBD

Evaluation/Grading Policy

Letter Grades and Corresponding Percentage Grades

A+	100-97
A	96-93
A-	92-90
B+	89-87
B	86-83
B-	82-80
C+	79-77
C	76-73
C-	72-70
D	69-60
F	<60

Weighting

1) Essays - 50% - Each essay will be typed, in MLA format. Each will explore an issue or question of your choice. These essays will help you employ various discourses of composition. Students must submit essays electronically and via hard copy.

2) Journals - 15% - Journals are an integral part of English 1010 and will be used as a basis for class discussion as well as individualized instruction. Journals will be graded weekly.

3) Participation – 15% - The quality of your work is determined by regular attendance and adequate attention to your academic studies. Come to class ready to participate. This includes, but is not limited to:

a) In-class work & homework: You will have to complete in-class work either in groups or

individually. This includes but is not limited to workshops, worksheets, discussion, or

written essays. Homework is to be completed individually.

b) Quizzes: Quizzes may be given to assess whether you are reading your assignments and coming to class prepared. Also, quizzes will be given to assess competency in grammar and mechanics.

c) Conferences: Ten-minute mandatory conferences will be held to discuss each essay. Essays will not be accepted without a conference. You need to bring the latest copy of your essay with you and any questions you have. If you fail to come to your conference, and you didn’t reschedule your appointment BEFORE your conference time, you will lose half credit for this grade. In addition, if you fail to bring a copy of your essay with you, your conference will have to be rescheduled and you will lose half credit for this grade.

d) Notebook Organization

· Notes & handouts pertaining to essay writing

· Grammar and mechanics

· Tests & quizzes

· Essays and reflections

· Sr. Essay -- Argumentation

4) Research Paper* –20% - You will compose a 1500-word research (Argumentative/Persuasive Essay) paper using several persuasion or argumentation strategies, after taking a focused library orientation on the use of appropriate online full-text databases, to show familiarity with persuasive or argumentative writing; and cite a minimum of ten scholarly sources, to demonstrate competence with MLA documentation. Students must also complete a Research Log. Word count for this paper is a minimum of 1500, not including heading, outline, and Works Cited page. Students must submit essays electronically and via hard copy.

*No late papers will be accepted for the research paper.

Overall Grade

1^st Quarter- 40% of your overall average.

2^nd Quarter- 40% of your overall average.

Final Essay: 20% of your overall average.

LATE WORK

Daily Assignments

Homework is due at the beginning of class. Late work (homework, class work) will only be accepted one class after the original due date, with a 25% penalty. After that, a zero will be recorded.

Major Essays

The final draft of a major essay is due no later than the close of the school day (3:20). Any major essay that is handed in late (‘late’ is defined as any later than the end of the school day on which it is due) will lose one letter grade per day. Late essays will not be accepted beyond three school days.

Research Paper

The due date for the research paper is not negotiable and is due on the pre-established due date. Late papers will not be accepted.

QUALITY WORK

Quality is a measure of excellence and represents intelligence and a strong work ethic. The desirable characteristics of a quality assignment indicate thorough planning, careful thought, fully-developed ideas, and neatness.

CONDUCT

The teacher and students are expected to conduct themselves with decorum and to respect each other at all times. This is the only way we will be able to freely share via writing and speaking. Students are not permitted to interrupt the learning atmosphere of the classroom. Rudeness, inappropriate language, insulting behavior, swearing, and/or derogatory remarks will not be tolerated. In addition, students are expected to respect school property and the property of others.

Participate fully in class discussions.
Be in your seat and ready to work when the bell rings.
Have a positive attitude.

Tidy up the classroom before leaving; put books back on shelves in proper order, neatly stack magazines, pick up scraps of paper, and put away all supplies.
Be mindful learners.
Do not use cell phones, headphones, and other electronic devices in class. See Student Agenda: Electronic Devices.

The Communications Department Grading Standards for ENGL1010

Characteristics of an A Essay—A is an exceptional essay. It represents a high standard of achievement.

Focus: Its thesis is focused, significant, interesting and manageable within the scope of the assignment. Thesis appeals to audience’s knowledge, interests, and/or attitudes toward the subject.

Organization: Not only is the essay organization clear and deliberate, the structure does not feel imposed. Unobtrusively uses transitions to relate ideas. Its shape reinforces the thesis, and its movement propels focus forward.

Development: Each body paragraph has a controlling idea supported by sufficient, relevant detail and precise explanation.

Sentence Structure: The sentences are varied in length and structure according to the writer’s purpose and emphasis.

Word Choice: Words are chosen for precise connotation, denotation, and tone.

Mechanics: The paper is correct except for excusable errors of inadvertence and violation of extremely technical rules.

Characteristics of a B Essay—B is a solid essay. It is beyond the ordinary effort but has some weakness.

Focus: The paper has a firm purpose, is focused and interesting, and attempts to appeal to an audience.

Organization: The structure for the most part is clear, ordered and focused; the transitions are sometimes strained.

Development: Each body paragraph has a controlling idea and is supported by some relevant detail and explanation.

Sentence Structure: The sentences are usually varied to suit the writer’s purpose and to indicate his or her emphasis.

Word Choice: The word choice is generally correct, and the writer goes beyond the automatic word to find one that is more precise and effective.

Mechanics: Generally correct but the essay has some problems with complex grammar and punctuation.

Characteristics of a C Essay—C is an average essay. It represents the competence that is minimally expected of the student in the course.

Focus: The purpose of some parts of the essay is not immediately clear to readers. There is a clear thesis but it may be simple or obvious to the demands of the writing situation or audience. Some portions appeal to audience’s interests, but that interest is not uniformly maintained.

Organization: A principle of organization is being used; however, it may be simple or obvious for the purpose. The organization is acceptable though some sections may be slightly awry or depart from the thesis. Transitions are attempted but weak.

Development: Each body paragraph has a controlling idea, but the support is sometimes weak or vague.

Sentence Structure: There are very few errors in sentence structure, but the sentences are not varied in form.

Word Choice: The choice of words is generally correct but the range of words is limited so that the diction is sometimes imprecise and monotonous.

Mechanics: The essay has few major errors but contains mistakes in spelling, grammar, and punctuation.

Characteristics of a D Essay—D is substandard work. There is some redeeming merit, yet the essay still is not at a competent level.

Focus: The thesis may be contradicted by the body or later declarations. Too often it seems like an unfocused exercise rather than an interesting paper.

Organization: Some principle of organization is apparent, but ideas feel scattered and order is jumbled.

Development: Though the topic is apparent, paragraphs are underdeveloped, sometimes just a series of generalizations.

Sentence Structure: The sentences conform well enough to the grammar of written English as spoken by educated but not fussy people, but they fail to conform to written conventions.

Word Choice: Words are occasionally misused. Attempts to go beyond the everyday vocabulary go awry.

Characteristics of an F Essay—F is an unacceptable essay. It is a flag, indicating that help is needed.

Focus: The thesis may be radically out of alignment with the assignment’s scope, is fundamentally contradictory, or unclear throughout.

Organization: There appears to be no rationale for the organization.

Development: There is no apparent principle of paragraphing; supporting detail is negligible, confusing, or far too general for the scope and purpose.

Sentence Structure: Some errors indicate a failure to understand the basic grammar of the sentence

Word Choice: Words that should be in the range of college students are misused or confused.

Mechanics: Simple words are misspelled. Use of punctuation or capitalization seems random.

WRITING/READING WORKSHOPS:

Writing workshops are an integral part of the ENG 1010 classroom. During writing/reading

workshops, you are expected to be working on your current reading assignment, essay, journal, or

writing activity. Students need to come to class prepared with appropriate materials. Students who

do not bring the appropriate materials to class will lose credit for their class participation and

preparation grades. Students who choose to disrupt class by talking will be warned once. If

disrespect of classroom etiquette continues, previously warned students will be asked to leave the

classroom and will be counted absent. When class meets in the computer lab or library, surfing the

Internet is not acceptable as part of a workshop.

Attendance Policy Communications/Humanities Division

WCCS Policy

The attendance policy is outlined in great detail in the student handbook and I refer you to this for my complete attendance policy. An excerpt regarding making up absences is quoted below:

“If a student satisfactorily makes up the work missed due to an absence, that absence will be treated as a non-occurrence under this policy. If the student fails to make up the work for an absence, that absence will be counted toward the number of absences to determine eligibility for course credit. Making up for cut classes/truancy from school is not allowed.”

Also, please be sure to note the following:

û Only LEGAL absences warrant making up class time and assignments.

û ILLEGAL/UNEXCUSED absences cannot be made up and work missed is automatically scored as a zero.

û In the case of any absence, albeit illness, band lesson, having to go to the nurse’s office, etc., it is the student’s responsibility to seek out the teacher 13^th period.

CCC Policy

The Corning Community College Communication/Humanities Division believes that the college classroom experience is more than just a transfer of information from teacher to student, but also an opportunity for gaining insights and tolerance of divergent opinions from ideas shared through open discussion¾all of which are necessary in an educated individual. The Division also believes that by the fact of the student’s voluntarily entering a situation in which the exchange of ideas is intrinsic, a student assumes the obligation to participate in classroom activities. Therefore, the Attendance Policy of the Division is that if a student is absent from the equivalent of six (6) hours of classroom meetings in any one course, the following actions may be taken by the instructor:

1. the student will be dropped from the course,

2. or, if the date for dropping a course without penalty has passed, the student will receive a failing grade, unless prior arrangements have been made between the teacher and student.

Withdrawal Policy / Last Day to Drop (For students who are taking the course for college credit.)

If for any reason a student must withdraw from this course, it is the student’s responsibility to do so by submitting an online drop form through MyCCC. A grade of “W” will be assigned if the withdrawal occurs before the official drop date for this course, and a grade of “F” thereafter. If a student simply stops attending rather than officially withdrawing, he or she will receive a grade of “F” for the course. The instructor may drop a student for non-attendance.

Academic Honesty Policy [The “Code of Student Conduct: Academic Honesty” section in the 2011-2012 CCC Course Catalog, pages 168-169.]

The principles of integrity, respect and ethical behavior are long standing traditions at CCC. It is expected that all students will recognize these values and adhere to all aspects of student conduct and academic honesty inside and outside of the classroom. The act of academic dishonesty is one in which a student is trying to gain an unfair academic advantage or is avoiding actions required by a course, which have been designated to improve some aspect of the student’s education. Knowingly and willfully aiding or collaborating with a student in the violation of an Academic Honesty policy, even if not personally committing any violation is considered academic dishonesty.

Plagiarism occurs when a person presents another’s ideas, information, words, artwork, films, music, graphs, data or statistics as if they were his or her own creation. Plagiarism is a form of theft and is cheating. When a person copies material from a published source, such as a periodical, encyclopedia, or book, or downloads a passage from an Internet source and presents that information without proper documentation (reference or quotation) in a paper or project, then that person has committed plagiarism. Even if the content or wording is slightly changed, a little plagiarism is still plagiarism.

If a violation of this policy has occurred, the instructor will conduct an investigation. The result of this investigation may be a failing grade on the assignment, failing grade for the course, or expulsion from the class and/or the College.

All policies will be applied at the instructor’s discretion.

DF 8/31/11