English b section 6160 Spring Semester 2010 Monday H315 9: 15-11: 20 Wednesday H311 9: 15-11: 20
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Please note that I am deeply committed to your success. Professor: Bruce Peppard Office: H 321-J Office Hours: M/W 8:00-9:00 & T/Th 9:10-10:10 & by appointment. Phone/Voice mail: (310) 660-3593 Ext. 6772 Email: bpeppard@elcamino.edu Be sure to put your name & “English B” in subject heading Writing Center: Located in the Humanities Building, Room 122, the writing center offers students free pre-writing conferences, full draft writing conferences, grammar conferences, reading conferences, and more. You will need either an assignment sheet, a writing center form completed by me, or a specific assignment from a textbook. You will need a student ID for services. For more information contact the center at (310) 660-3593 Ext. 3873. Required MaterialsA notebook for journal writing activities. This will be different than your notebook for taking notes in class. Real Writing with Readings by Susan Anker. This is available in the bookstore. There is also a reserve copy of the book available for use in the library at the Periodicals/Reserve desk. Course Description: The following description is taken from the course outline provided by El Camino College: “This course focuses on the brief expressive composition. Students write primarily narration and description based on observations of people, places, and things. In addition, they write reactions to brief reading selections. Some features of English B are focused journal writing, a learning tool that can be used in other courses; individualized instruction in sentence and word skills; assignments in critical thinking skills; and exercises in the elements of a composition” (108). Course Objectives: A. Read and apply critical thinking skills to pre-collegiate texts for the purposes of writing and discussion. B. Apply appropriate strategies from the writing process to create, compose, revise, and edit drafts. C. Demonstrate ability to participate in draft-review activities, such as peer review and one-on-one tutorials. D. Plan, write, and revise paragraphs based on personal experience and observations, including a topic sentence and supporting details, and avoiding grammatical and mechanical errors that interfere with meaning. E. Write and revise summaries of, and personal responses to, short magazine or newspaper articles. F. Compose a variety of sentence types and edit them for correct grammar, appropriate word choice, and accurate spelling. Student Learning Outcome: Write a brief descriptive, reflective, or narrative paragraph(s) that has gone through multiple revisions and responds to a text previously discussed in class. The paragraph(s) should provide readers with a thesis that makes a clear point and provides supporting details. It should be logically organized and focused. Grammar, spelling, punctuation, and sentence structure should not impede comprehension. Students with Disabilities: If you have a documented disability and wish to discuss academic accommodations, please let me know. You may speak to me after class, during my office hours, or by phone or email. Your privacy will be protected. You are also encouraged to contact the Special Resource Center on campus (310-660-3593 X3295) to discuss what accommodations and services are available. Course RequirementsAttendance: Come to class regularly and on time. I need you in the classroom participating. This requirement is not only for your benefit, but for your peers as well. If you miss more than four classes, your grade will be lowered one full grade. If you miss more than five classes, you will not receive credit for the course. Two tardies equal an absence; two early departures equal an absence. Keep track of your own attendance (TAPE). If you are absent three days in a row, I will assume you have dropped the class. Conferences: This class is designed for one on one conferences. Once a week you will meet with a tutor or me to go over your writing strengths and weaknesses. Listen carefully to our advice and work to improve your weaknesses in your next writing assignment. Class Participation: The best way to learn something is to participate in an activity. I expect you to participate appropriately and not disturb those around you. Cell Phones: Turn them off and put them away. It is rude to answer phones or text message during class time (this includes stepping outside to answer your phone). This class is worth tuning in to, so please do so. Computer Lab: This semester we are fortunate to meet once each week in the computer lab. No food or drink is allowed in the lab. In addition, you should never be looking at inappropriate web sites or playing games on the computers. Save your work often and be sure to bring a flash drive to each class. Only work on class related activities in the lab. If you finish the daily work, please get started on your homework. If you still have time, I recommend you study areas of weakness either in your text or at http://grammar.ccc.commnet.edu/grammar/. Homework: Doing the homework will help you write better. Choose to do it on time, as late homework will not be accepted. If you write in your textbook, be sure you either photocopy the assigned pages or are willing to tear the pages out so I can collect them. Expect two hours of homework for every hour we spend in class. Plagiarism: Be sure the work you hand in is yours. I want to improve upon your writing, not someone else’s. Plagiarism is defined in Between Worlds as “using someone else’s ideas or language as your own, accidentally or deliberately” (454). Plagiarism is considered cheating in college and you will fail the assignment if you plagiarize. Late Assignments: Assignments will be lowered one grade for each class period they are late. Grading: You will receive grades in the following categories: Multi-draft writings 60% Homework 10% In-class writings, outside writings, journals 10% Quizzes 10% Attendance and class participation 10% Although this is a credit/no credit course, I will grade each student in the traditional method of A, B, C, D, and F. D and F indicate no credit for the course. 90-100 points = A, 80-89 points = B, 70-79 points = C, 60-69 points = D, <60 points = F. Your writing will be graded based on the holistic grading rubric found on the next page. English B Holistic Grading Rubric 
Assignments and Class Schedule: The following schedule is tentative and likely to change. Journals, quizzes, and other material will be added as the semester progresses. Week 1 Wed. 2/17: Tardy Absent Present Early departure Classroom Activities: What’s in a name? (First day ppt. 1-6) Introduction of course, self, syllabus, and text. Room Change? What’s in a journal? Personal thoughts, reflections. Getting on course. Habits of successful students. (ppt. 7-21) Diagnostic: Sample writing (collect name exercise). Homework: Purchase book or visit the one on Reserve at the library. Read pages 9-24 Chapter 1. Week 2 Mon. 2/22 Tardy Absent Present Early departure Classroom Activities Homework Review The Late Paper Classroom contract Introduction to writing as a process. In-class prewriting exercises What employers want from employees (overhead) Chapter 3 overview: Gathering Ideas for Writing Journal Writing Activity: “Letter to Younger Self” Homework: Read Chapters 2 and 3. Complete “Chapter Review” for each chapter. Wed 2/24: Tardy Absent Present Early departure Classroom Activities: Homework Review Self assessment online (ppt 23) Choosing greater personal responsibility Creator and Victim language (ppt 24-32) Handout. 4 ways to dispute inner critic Recognizing the Elements of Good Writing Introduction to body paragraph format Writing the topic sentence (Chapter 4) Journal Writing Activity: “Eulogy for Myself” Homework: Chapter 4: Practice 5 (p. 49), Practice 6 (p. 50), Practice 8 (p. 52), Writing Assignment (p.54—Use Journal Idea from page 42) and Chapter Review (p. 55). Journal Writing Assignment: “Greatest Past Success & Greatest Future Success” Week 3 Mon 3/1: Tardy Absent Present Early departure Classroom Activities: Homework Review Overhead review of topic sentences (Writing Assignment Ch. 4, p. 54) Supporting your point (Chapter 5) Making a Plan (Chapter 6) Chapter 9: Developing Paragraphs: Narration Chapter 20: Finding Subjects and Verbs in Simple Sentences (pp. 277-284) Write a letter to yourself about how college will assist you in achieving your greatest goals and dreams Homework: Chapter 5: Chapter Review. Chapter 9: Practice 4. Type a narration paragraph from page 117 Assignment 1. Choose either a time you succeeded, a conflict at work, a mistake you made that helped you learn a lesson, or an embarrassing experience (my favorite). Wed 3/3: Tardy Absent Present Early departure Due: First draft of narration paragraph Classroom Activities: Homework Review 20-minute QUIZ: Finding Subjects and Verbs Overhead review of narration paragraphs Expectations for tutoring days Self-motivation and affirmation statement (ppt 33-41) Chapters 21 and 22: Fragments and run-ons, your nemesis and mine. Homework: Chapter 21: Practice 3, Practice 8, Chapter Test. Chapter 22: Practice 6 Read “It’s Time I Shed My Ex-convict Status” (pp. 597-599) Read “Chili Cheese Dogs. . .” (pp.601-603) Type final draft of narration paragraph Week 4 Mon 3/8: Tutor Day T A P E Due: Your final draft of typed narration paragraph Classroom Activities: 20-minute QUIZ: Fragments and Run-ons Chapter 23: Problems with Subject Verb Agreement Introduction to Definition Paragraph: Read Chapter 14 thoroughly Create topic sentence for Definition Paragraph from Assignment #1 (p. 185). Use any of the paragraph suggestions, except “academic probation,” “internship,” and “course syllabus.” Begin your Definition Paragraph Journal Writing Activity: “Superhero Ability” Homework: Read “Passage into Manhood” and “Spanglish” (pp. 644-650) Finish and type the Definition paragraph you began in class today. Wed 3/10: T A P E Due: Definition paragraph Classroom Activities: Discuss readings Overhead review of Definition paragraph Silent Socratic Dialogue on definition paragraph Self-Management (ppt 42) Graduation Game Semester’s assignments checklist 32 day commitment (handout) 20-minute QUIZ: Subject and Verb Agreement 20-minute QUIZ: Topic Sentences and Controlling Ideas Journal Writing Activity: “If I Could Change One Thing About” Homework: Rewrite, revise and retype your Definition paragraph Week 5 Mon 3/15: Tutor Day T A P E Due: Final draft of Definition paragraph Classroom Activities: 20-Minute QUIZ Fragments, Run-ons, Comma-splices Introduction to Description Paragraph: Read Chapter 11. Do Practice 1 and Practice 4. Begin Descriptive Paragraph: Choose paragraph topic from Assignment #1 (p. 145). Use the checklist on p. 147 as a guide. Homework: Read “Discovery” and “Creation Stories” (pp. 614-623). Journal Writing Activity: “Community Service” Complete your first draft of Description Paragraph. Wed 3/17: T A P E Due: First draft of Description Paragraph Classroom Activities: Discuss readings Emotional Intelligence (ppt 48) and accompanying handouts Review homework (Chapter 11) How to be a critical reader. Overhead and peer review of descriptive paragraphs Journal Writing Activity: “Bedroom Description” Homework: Rewrite, Revise, and Retype Descriptive paragraph Week 6 Mon 3/22: Tutor Day T A P E Due: Final Draft of Description Paragraph Classroom Activities: Introduction to Argument paragraphs and essays: Read Chapter 17. Begin writing Argument paragraph: Assignment #1 (232-233). Choose any of these subjects except “persuade teacher” or “textbooks.” Journal Writing Activity: “Million Dollars to Unknowns” Homework: Read “Why Profiling Won’t Work” and “Everything isn’t Racial Profiling” (670-676). Write and type Argument paragraph begun in class today Wed 3/25: T A P E Due: First draft Argument paragraph Classroom Activities: Discuss Readings Managing Overwhelm, anger/resentment, fear/anxiety, and sadness/depression Overhead and peer review of Argument paragraph The art of revision: Chapter 8 Homework: Rewrite, revise, and retype Argument paragraph. Use checklist on pp 234-235 as a guide Chapter 8: Practice 3 and Chapter Review Week 7 Mon 3/29: Tutor Day T A P E Due: Second draft of Argument paragraph Classroom Activities: Using verb tenses properly: Chapter 24. Complete Practice 2, 5, 6, 7, 9, 13 & 14. Journal Writing Activity: “Local Problem to Resolve” Homework: Chapter 24: Chapter Review and Chapter Test Wed 3/31: T A P E Classroom Activities: Homework Review. A few arguments for analysis (let’s debate) Emphasis on transition words. Transition exercises. Introduction to quotation marks (Chapter 38) Homework: Transition exercise handout. Chapter 38: Practice 3 and Chapter Test. Journal Writing Assignment: “Profiling.” Rewrite, revise, and retype argument paragraph. Week 8 Mon 4/5: Tutor Day T A P E Due: Final draft of argument paragraph Classroom Activities: Conferences. Review Homework: Study for midterm exam in-class Read Chapter 36: Commas (all exercises) Wed 3/7: T A P E Classroom Activities: Conferences continued. Review Homework: Study for midterm exam in-class Read Chapter 36: Commas (all exercises)
Week 9 Mon 4/19: T A P E Classroom Activities: First half of class: MIDTERM EXAM (No Tutor) Second half of class: Chapter 40: Using Correct Capitalization Homework: Chapter 40: Practice 2, 3, and Chapter Test Wed 4/21: T A P E Classroom Activities: 20-minute QUIZ: Capitalization Review Midterm. Comma Review (Chapter 36) Introduction to Compare/Contrast paragraph: Chapter 15 Write compare/contrast paragraph in class: Assignment #1 (p. 201) Homework: Complete and type compare/contrast paragraph Week 10 Mon 4/26: Tutor Day T A P E Due: First Draft Compare/Contrast Paragraph Classroom Activities: Quiz on Commas Journal Assignment: Are you a successful or struggling student? What behaviors and thoughts make you a successful or struggling student? How could you become a better student? Offer ample evidence to support your claims. Adhere to paragraph structure. Chapter 39: Other Punctuation. Complete Practice 1, Chapter Review, and Chapter Test. If time permits, work on revising your compare/contrast paragraphs. Homework: Read “My Indian” and “Gender Patterns” (pp. 653-660) Wed 4/28: T A P E Classroom Activities: Developing Paragraphs: Comparison/Contrast Homework Review Compare/contrast paragraph analysis Introduction to the apostrophe (Chapter 37) Homework: Chapter 37: Practice 1, 2, and Chapter Test. Rewrite, revise, and retype compare/contrast paragraph Week 11 Mon 5/3: T A P E Tutor Day Due: Final Draft Compare/Contrast Paragraph Classroom Activities: Commonly Confused Words (Chapter 34). Complete all of chapter. Journal Entry: “Two Kinds of People” Homework: Address “Summarize and Respond” (p. 680) for “Junk Food in Schools” (pp.678-684) Wed 5/5: T A P E Classroom Activities: Developing paragraphs further: More attention to detail. Overhead review of final draft compare/contrast paragraphs Introduction to the essay. Moving from paragraph to essay. Discussion of thesis statement, parts of the essay, transitions Chapter 19: Summarizing, Paraphrasing, and Quoting (MLA) Homework: Write introductory paragraph to persuasive essay Week 12 Mon 5/10: T A P E Due: Introductory Paragraph to Persuasive Essay Classroom Activities: Overhead and peer review of introductory paragraphs to persuasive essay Chapter 19 (MLA) continued All day essay work Homework: Write and type first draft of essay (five paragraphs). Wed 5/12: T A P E Due: Revised Introductory Paragraphs for Persuasive Essay Classroom Activities: Evaluating the model persuasive essay Faulty parallelism (Chapter 30). Complete Practice 1, 2, and 4. Misplaced and Dangling Modifiers (Chapter 27) Week 13 Mon 5/17: Tutor Day T A P E Due: First Draft of Persuasive Essay Classroom Activities: 20 minute QUIZ on faulty parallelism 20 minute QUIZ on modifiers Sentence Variety (Chapter 31). Complete Practice 1, 2, 5, and 8. Please read through the entire chapter thoroughly. Journal Writing Activity: “Musician/Athlete” Homework: Work on your essays which will be turned in on 6/1. Wed 5/19: T A P E Classroom Activities: 20 Minute QUIZ on Sentence Variety Homework review Peer-review and instructor review Improving topic sentences Homework: Rewrite and retype your persuasive essay—make it awesome Week 14 Mon 5/24: T A P E Bring persuasive essays to class in both hard copy and electronic form In-class activities Life plans Essays and outside sources Wed 5/26: T A P E Due: Final Draft of Persuasive Essay Homework/in-class textbook work review from Monday. Introduction to writing a resume using ample samples. In-class resume writing activity. Model resume. Monster.com. Resume Workshop: How to turn a phrase Homework: Write and type a resume that accurately reflects your skills and abilities: Due next Wednesday Week 15 Mon 5/31: T A P E Holiday—no class. (Memorial Day) Wed 6/2: T A P E Classroom Activities: Due: Typed resume Classroom Activities: Journal Writing Activity: “Where Do We Go Now” Journal Writing Activity: “This I Believe” Subordination (Chapter 29). Complete all Practices in chapter and Chapter Test. Homework: Chapter 27: Practice 1, 2, 3, and Chapter Test. Coordination (Chapter 28). Week 16 Mon 6/7: T A P E Classroom Activities: Review. Grades. Conferences Wed 6/9: Fare thee well . . . T A P E Assignment Sheet: Compare/Contrast Paragraph (point by point or block by block) Instructor Peppard English B Section _______ First draft due __________. Final draft due __________. Length: ¾ to 1 full page, typed, Times New Roman font, size 12, 1” margins Write and type a detailed, stand alone body paragraph on one of the following topics:
Remember, comparison is writing that shows similarities among subjects; contrast shows differences. Also remember the four basics of good comparison and contrast identified in your textbook: It uses subjects have enough in common to be compared/contrasted in a useful way (your main point) It serves a purpose—it either helps readers make a decision or helps them better understand the subject. It presents several important, parallel points of comparison/contrast. (secondary support) It arranges points in a logical order. (189) For this assignment, make your topic sentence (your main point) the first sentence of your paragraph. Use the following checklist/chart as you build and revise your paragraph.
Assignment Sheet: Argument Paragraph Assignment Instructor Peppard English B Section _______ First draft due __________. Final draft due __________. Length: ¾ to 1 full page, typed, Times New Roman font, size 12, 1” margins Write and type a detailed, stand alone body paragraph on one of the following topics from pages 232 and 233 of your textbook: Take a position on a controversial issue in your workplace, community, or campus Take a position on a controversial issue in the news Argue that something should be banned Argue to lower or raise the drinking age or the voting age Remember, argument is writing that takes a position on an issue and attempts to convince someone to at least consider that position. Also remember the four basics of good argument identified in your textbook: It takes a strong and definite position (your main point) It gives good reasons and supporting evidence to defend the position (primary support) It considers opposing views (secondary support) It has enthusiasm and energy from start to finish. (220) For this assignment, make your topic sentence (your main point) the first sentence of your paragraph. Use the following checklist/chart as you build and revise your paragraph.
Assignment Sheet: Description Paragraph Assignment Instructor Peppard English B Section _______ Length: ¾ to 1 full page, typed, Times New Roman font, size 12, 1” margins Type a detailed, stand alone body paragraph on one of the following topics (p. 145) A favorite photograph A person you know very well Your bedroom Remember, description “is writing that creates a clear and vivid impression of the topic. It translates your experience of a person, place, or thing into words, often by appealing to the physical senses: sight, hearing, smell, taste, and touch” (134). The four basics of good descriptions are: It creates a main impression—an overall effect, feeling, or image—about the topic. It uses specific examples to support the main impression. It supports those examples with details that appeal to the five senses. It brings a person, place, or physical object to life for the reader. For this assignment, make your topic sentence (your main point) the first sentence of your paragraph. Use the following checklist/chart as you build and revise your descriptive paragraph.
Assignment Sheet: Definition Paragraph Assignment Instructor Peppard English B Section _______ Length: ½ page minimum, typed, Times New Roman font, font size 12, 1” margins Write and type a detailed, stand alone body paragraph on one of the following terms from page 185 of your textbook:
Remember, definition is writing that explains what a term or concept means. Also remember the four basics of good Definition identified in your textbook: It tells readers what is being defined. It presents a clear basic definition. It uses examples to show what the writer means. It gives details about the examples that readers will understand. (177) For this assignment, make your topic sentence (your main point) the first sentence of your paragraph. With definition paragraphs, your main point is usually the definition of the term or concept. Your purpose is to clarify for the reader how you understand the term or concept. Use the following checklist/chart as you build and revise your Definition paragraph.
Assignment Sheet: Narration Paragraph Assignment Instructor Peppard English B Section _______ Length: ¾ to 1 full page, typed, Times New Roman font, size 12, 1” margins Write and type a detailed, stand alone body paragraph on one of the following topics from page 117 of your textbook: A time you succeeded A conflict at work A mistake you made that helped you learn a lesson An embarrassing experience Remember, narration is telling a story about an event or an experience. Also remember the four basics of good narration identified in your textbook: It reveals something of importance to you (your main point) It includes all of the major events of the story (primary support) It brings the story to life with details about the major events (secondary support) It presents the events in a clear order, usually according to when they happened. (107) For this assignment, make your topic sentence (your main point) the first sentence of your paragraph. Use the following checklist/chart as you build and revise your paragraph.
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