The following link will take you to a useful document about brainstorming that is published by the University of Texas Learning Center:
http://www.utexas.edu/student/utlc/tc/si/manual/writing/writing-warmups.pdf
Tuesday, September 11, 2007
Narrative Essay
In essays, authors often have discuss personal experiences that changed their lives. Some of these experiences were initially negative, yet they helped the author achieve something extraordinary in the end. Other experiences may have been positive. Others may have been humorous. Still others have enabled the authors to come to a deeper understanding of themselves and the world around them.
Write a 500-600 word essay about an experience that was important to you. Ideally, it will be an experience that has changed your life or your view of the world in some way. Focus on a very brief part of this experience—ideally, a five-to-ten-minute part of it. When writing the essay, use vivid, specific, concrete details to describe this experience for the reader. Use details and dialogue (if appropriate) so your readers can see, hear, and feel what happened. Be sure to identify other people who were involved (if appropriate). Don’t moralize, but write in such a way that readers know how the experience affected you, either immediately or over time, or both. The audience for your paper will be your instructor and classmates: in other words, a general, college-level reading audience.
Write a 500-600 word essay about an experience that was important to you. Ideally, it will be an experience that has changed your life or your view of the world in some way. Focus on a very brief part of this experience—ideally, a five-to-ten-minute part of it. When writing the essay, use vivid, specific, concrete details to describe this experience for the reader. Use details and dialogue (if appropriate) so your readers can see, hear, and feel what happened. Be sure to identify other people who were involved (if appropriate). Don’t moralize, but write in such a way that readers know how the experience affected you, either immediately or over time, or both. The audience for your paper will be your instructor and classmates: in other words, a general, college-level reading audience.
Sunday, September 9, 2007
Editing Day—Things to Consider About the Paper You’re Reading
Constructive criticism is expected throughout!
Thesis and Introduction:
· What is the thesis? Is it clear? Is it appropriate? Is it in the right place?
· Put an X in the margin next to the sentence you feel is the thesis.
· Is the introduction interesting? Does it avoid the problems we’ve discussed? Is it a funnel paragraph? How can it be improved?
Organization—Overall and Paragraphs:
· Is the paper focused? Is it well-organized? How might the overall organization be improved?
· Are the paragraphs well-developed? Are any too short or too long? Are any paragraphs incomplete or “rambling”? Point out the places where you find these problems.
Development:
· Does the author use specific and concrete examples and details? Can you suggest any places where more or better details might be used?
· What could the writer do to improve overall development?
Conclusion:
· Is the conclusion interesting? Does it avoid the problems we’ve discussed? Is it a summary?
· How can it be improved?
Sentences:
· Does the paper contain any fragments? Does it contain any run-ons?
· Are the sentences varied in lengths and structures?
· Can you find any places where the sentences seem short and choppy? Point out these places to the author.
Words:
· Are the word choices clear, varied, and appropriate? Can you suggest any places where better word choices might be used?
· Are the words spelled correctly?
Mechanics and Usage:
· Are there errors in punctuation, grammar, usage, etc.?
· Point these out to the author.
Clarity and Tone
· Is the paper clear, overall?
· Does the paper sound too formal or “forced”? Does it sound too informal?
· Can you suggest ways to improve clarity and tone?
Overall:
· Does the paper respond to the assignment? If not, how might the author change the paper so that it does respond.
· Does the paper seem too long or too short?
Finally:
· What is the weakest aspect of this paper? How can this weakness be improved?
· MANDATORY: What is the strongest aspect of the paper? What did you like best?
Thesis and Introduction:
· What is the thesis? Is it clear? Is it appropriate? Is it in the right place?
· Put an X in the margin next to the sentence you feel is the thesis.
· Is the introduction interesting? Does it avoid the problems we’ve discussed? Is it a funnel paragraph? How can it be improved?
Organization—Overall and Paragraphs:
· Is the paper focused? Is it well-organized? How might the overall organization be improved?
· Are the paragraphs well-developed? Are any too short or too long? Are any paragraphs incomplete or “rambling”? Point out the places where you find these problems.
Development:
· Does the author use specific and concrete examples and details? Can you suggest any places where more or better details might be used?
· What could the writer do to improve overall development?
Conclusion:
· Is the conclusion interesting? Does it avoid the problems we’ve discussed? Is it a summary?
· How can it be improved?
Sentences:
· Does the paper contain any fragments? Does it contain any run-ons?
· Are the sentences varied in lengths and structures?
· Can you find any places where the sentences seem short and choppy? Point out these places to the author.
Words:
· Are the word choices clear, varied, and appropriate? Can you suggest any places where better word choices might be used?
· Are the words spelled correctly?
Mechanics and Usage:
· Are there errors in punctuation, grammar, usage, etc.?
· Point these out to the author.
Clarity and Tone
· Is the paper clear, overall?
· Does the paper sound too formal or “forced”? Does it sound too informal?
· Can you suggest ways to improve clarity and tone?
Overall:
· Does the paper respond to the assignment? If not, how might the author change the paper so that it does respond.
· Does the paper seem too long or too short?
Finally:
· What is the weakest aspect of this paper? How can this weakness be improved?
· MANDATORY: What is the strongest aspect of the paper? What did you like best?
Questions to Ask in Evaluating a Piece of Your Own Writing
CONTENT
Have I thought carefully about what I’m saying here?
Have I attempted to do some original thinking on my own?
Is this piece of writing appropriate to this situation?
Does it fulfill the assignment, or answer the questions?
Do I really know what I’m talking about here, or do I need to use other resources?
Is what I’m saying true? Are my facts correct?
Have I exaggerated, or have I left out important information?
Have I included any unnecessary or inappropriate information?
Is my writing clear or “foggy”?
VOICE, TONE, PURPOSE, AND STYLE
Does my writing sound natural?
Am I talking down to my reader?
Am I trying too hard to impress my reader, and am I sounding pretentious as a result?
Is my tone (whether comic, somber, informative, etc.) appropriate to my subject?
Am I clearly aware of the purpose of this piece of writing? Does everything in this piece of writing relate to and help develop that purpose?
Did I KISS (“Keep It Simple, Sweetheart”)? Do I need to KISS?
INTRODUCTION AND CONCLUSION
Does my introduction arouse interest?
Does my introduction include a thesis statement?
Is the thesis statement in the right place?
Is my introduction appropriate?
Does my conclusion sound like a conclusion?
Does this piece of writing end too abruptly?
Does the conclusion do more than just summarize or restate the thesis?
BODY
Is my organization effective? Is there another, more effective way to organize the material?
Have I used specific and concrete examples and details to make my points?
Does each paragraph develop one main idea clearly related to the thesis?
Within a paragraph, does each sentence clearly relate to the main idea or topic sentence of the paragraph?
Have I left anything important out of the paragraphs?
Does each paragraph contain at least three sentences (exception: dialogue)?
MECHANICS, USAGE, AND SPELLING
Are my word choices clear, varied, and appropriate?
Do my sentence structures show variety and fluidity?
Are my paragraph beginnings varied?
Are any words misspelled? Have I run a spell-check? Have I asked someone to proofread for me?
Are my verb tenses consistent?
Have I eliminated sentence fragments and run-on sentences?
Have I checked my punctuation carefully?
Have I checked for other problems, such as grammatical and usage errors?
AND FINALLY,
Does this piece of writing represent me at my very best, as a careful and intelligent person?
Have I thought carefully about what I’m saying here?
Have I attempted to do some original thinking on my own?
Is this piece of writing appropriate to this situation?
Does it fulfill the assignment, or answer the questions?
Do I really know what I’m talking about here, or do I need to use other resources?
Is what I’m saying true? Are my facts correct?
Have I exaggerated, or have I left out important information?
Have I included any unnecessary or inappropriate information?
Is my writing clear or “foggy”?
VOICE, TONE, PURPOSE, AND STYLE
Does my writing sound natural?
Am I talking down to my reader?
Am I trying too hard to impress my reader, and am I sounding pretentious as a result?
Is my tone (whether comic, somber, informative, etc.) appropriate to my subject?
Am I clearly aware of the purpose of this piece of writing? Does everything in this piece of writing relate to and help develop that purpose?
Did I KISS (“Keep It Simple, Sweetheart”)? Do I need to KISS?
INTRODUCTION AND CONCLUSION
Does my introduction arouse interest?
Does my introduction include a thesis statement?
Is the thesis statement in the right place?
Is my introduction appropriate?
Does my conclusion sound like a conclusion?
Does this piece of writing end too abruptly?
Does the conclusion do more than just summarize or restate the thesis?
BODY
Is my organization effective? Is there another, more effective way to organize the material?
Have I used specific and concrete examples and details to make my points?
Does each paragraph develop one main idea clearly related to the thesis?
Within a paragraph, does each sentence clearly relate to the main idea or topic sentence of the paragraph?
Have I left anything important out of the paragraphs?
Does each paragraph contain at least three sentences (exception: dialogue)?
MECHANICS, USAGE, AND SPELLING
Are my word choices clear, varied, and appropriate?
Do my sentence structures show variety and fluidity?
Are my paragraph beginnings varied?
Are any words misspelled? Have I run a spell-check? Have I asked someone to proofread for me?
Are my verb tenses consistent?
Have I eliminated sentence fragments and run-on sentences?
Have I checked my punctuation carefully?
Have I checked for other problems, such as grammatical and usage errors?
AND FINALLY,
Does this piece of writing represent me at my very best, as a careful and intelligent person?
Thursday, September 6, 2007
Link to pdf about Concrete and Specific Language
A useful pdf document with information about concrete and specific language can be found at the following url:
http://www.isu.edu/ctl/writing/handouts/docs/editing/concrete.pdf
Concrete Language
Concrete Language
Concrete terms refer to objects or events that are available to the senses. [This is directly opposite to abstract terms, which name things that are not available to the senses.] Examples of concrete terms include spoon, table, velvet eye patch, nose ring, sinus mask, green, hot, walking. Because these terms refer to objects or events we can see or hear or feel or taste or smell, their meanings are pretty stable. If you ask me what I mean by the word spoon, I can pick up a spoon and show it to you. [I can't pick up a freedom and show it to you, or point to a small democracy crawling along a window sill. I can measure sand and oxygen by weight and volume, but I can't collect a pound of responsibility or a liter of moral outrage.]
While abstract terms like love change meaning with time and circumstances, concrete terms like spoon stay pretty much the same. Spoon and hot and puppy mean pretty much the same to you now as they did when you were four.
You may think you understand and agree with me when I say, "We all want success." But surely we don't all want the same things. Success means different things to each of us, and you can't be sure of what I mean by that abstract term. On the other hand, if I say "I want a gold Rolex on my wrist and a Mercedes in my driveway," you know exactly what I mean (and you know whether you want the same things or different things). Can you see that concrete terms are clearer and more interesting than abstract terms?
If you were a politician, you might prefer abstract terms to concrete terms. "We'll direct all our considerable resources to satisfying the needs of our constituents" sounds much better than "I'll spend $10 million of your taxes on a new highway that will help my biggest campaign contributor." But your goal as a writer is not to hide your real meanings, but to make them clear, so you'll work to use fewer abstract terms and more concrete terms.
General and Specific Terms
General terms and specific terms are not opposites, as abstract and concrete terms are; instead, they are the different ends of a range of terms. General terms refer to groups; specific terms refer to individuals—but there's room in between. Let's look at an example.
Furniture is a general term; it includes within it many different items. If I ask you to form an image of furniture, it won't be easy to do. Do you see a department store display room? a dining room? an office? Even if you can produce a distinct image in your mind, how likely is it that another reader will form a very similar image? Furniture is a concrete term (it refers to something we can see and feel), but its meaning is still hard to pin down, because the group is so large. Do you have positive or negative feelings toward furniture? Again, it's hard to develop much of a response, because the group represented by this general term is just too large.
We can make the group smaller with the less general term, chair. This is still pretty general (that is, it still refers to a group rather than an individual), but it's easier to picture a chair than it is to picture furniture.
Shift next to rocking chair. Now the image is getting clearer, and it's easier to form an attitude toward the thing. The images we form are likely to be fairly similar, and we're all likely to have some similar associations (comfort, relaxation, calm), so this less general or more specific term communicates more clearly than the more general or less specific terms before it.
We can become more and more specific. It can be a La-Z-Boy rocker-recliner. It can be a green velvet La-Z-Boy rocker recliner. It can be a lime green velvet La-Z-Boy rocker recliner with a cigarette burn on the left arm and a crushed jelly doughnut pressed into the back edge of the seat cushion. By the time we get to the last description, we have surely reached the individual, a single chair. Note how easy it is to visualize this chair, and how much attitude we can form about it.
The more you rely on general terms, the more your writing is likely to be vague and dull. As your language becomes more specific, though, your meanings become clearer and your writing becomes more interesting.
Does this mean you have to cram your writing with loads of detailed description? No. First, you don't always need modifiers to identify an individual: Bill Clinton and Mother Teresa are specifics; so are Bob's Camaro and the wart on Zelda's chin. Second, not everything needs to be individual: sometimes we need to know that Fred sat in a chair, but we don't care what the chair looked like.
From grammar.ccc.commnet.edu/grammar/composition/abstract.htm
Concrete terms refer to objects or events that are available to the senses. [This is directly opposite to abstract terms, which name things that are not available to the senses.] Examples of concrete terms include spoon, table, velvet eye patch, nose ring, sinus mask, green, hot, walking. Because these terms refer to objects or events we can see or hear or feel or taste or smell, their meanings are pretty stable. If you ask me what I mean by the word spoon, I can pick up a spoon and show it to you. [I can't pick up a freedom and show it to you, or point to a small democracy crawling along a window sill. I can measure sand and oxygen by weight and volume, but I can't collect a pound of responsibility or a liter of moral outrage.]
While abstract terms like love change meaning with time and circumstances, concrete terms like spoon stay pretty much the same. Spoon and hot and puppy mean pretty much the same to you now as they did when you were four.
You may think you understand and agree with me when I say, "We all want success." But surely we don't all want the same things. Success means different things to each of us, and you can't be sure of what I mean by that abstract term. On the other hand, if I say "I want a gold Rolex on my wrist and a Mercedes in my driveway," you know exactly what I mean (and you know whether you want the same things or different things). Can you see that concrete terms are clearer and more interesting than abstract terms?
If you were a politician, you might prefer abstract terms to concrete terms. "We'll direct all our considerable resources to satisfying the needs of our constituents" sounds much better than "I'll spend $10 million of your taxes on a new highway that will help my biggest campaign contributor." But your goal as a writer is not to hide your real meanings, but to make them clear, so you'll work to use fewer abstract terms and more concrete terms.
General and Specific Terms
General terms and specific terms are not opposites, as abstract and concrete terms are; instead, they are the different ends of a range of terms. General terms refer to groups; specific terms refer to individuals—but there's room in between. Let's look at an example.
Furniture is a general term; it includes within it many different items. If I ask you to form an image of furniture, it won't be easy to do. Do you see a department store display room? a dining room? an office? Even if you can produce a distinct image in your mind, how likely is it that another reader will form a very similar image? Furniture is a concrete term (it refers to something we can see and feel), but its meaning is still hard to pin down, because the group is so large. Do you have positive or negative feelings toward furniture? Again, it's hard to develop much of a response, because the group represented by this general term is just too large.
We can make the group smaller with the less general term, chair. This is still pretty general (that is, it still refers to a group rather than an individual), but it's easier to picture a chair than it is to picture furniture.
Shift next to rocking chair. Now the image is getting clearer, and it's easier to form an attitude toward the thing. The images we form are likely to be fairly similar, and we're all likely to have some similar associations (comfort, relaxation, calm), so this less general or more specific term communicates more clearly than the more general or less specific terms before it.
We can become more and more specific. It can be a La-Z-Boy rocker-recliner. It can be a green velvet La-Z-Boy rocker recliner. It can be a lime green velvet La-Z-Boy rocker recliner with a cigarette burn on the left arm and a crushed jelly doughnut pressed into the back edge of the seat cushion. By the time we get to the last description, we have surely reached the individual, a single chair. Note how easy it is to visualize this chair, and how much attitude we can form about it.
The more you rely on general terms, the more your writing is likely to be vague and dull. As your language becomes more specific, though, your meanings become clearer and your writing becomes more interesting.
Does this mean you have to cram your writing with loads of detailed description? No. First, you don't always need modifiers to identify an individual: Bill Clinton and Mother Teresa are specifics; so are Bob's Camaro and the wart on Zelda's chin. Second, not everything needs to be individual: sometimes we need to know that Fred sat in a chair, but we don't care what the chair looked like.
From grammar.ccc.commnet.edu/grammar/composition/abstract.htm
Monday, September 3, 2007
"University Days," by James Thurber
University Days
by James Thurber
Another course that I didn’t like, but somehow managed to pass, was economics. I went to that class straight from the botany class, which didn’t help me any in understanding either subject. I used to get them mixed up. But not as mixed up as another student in my economics class who came there directly from a physics laboratory.
He was a tackle on the football team, named Bolenciewcz. At that time Ohio State University had one of the best football teams in the country, and Bolenciecwcz was one of its outstanding stars. In order to be eligible to play it was necessary for him to keep up in his studies, a very difficult matter, for while he was not dumber than an ox he was not any smarter. Most of his professors were lenient and helped him along. None gave him more hints in answering questions or asked him simpler ones than the economics professor, a thin, timid man named Bassum. One day when we were on the subject of transportation and distribution, it came to Bolenciecwcz’s turn to answer a question.
“Name one means of transportation,” the professor said to him.
No light came into the big tackle’s eyes.
“Just any means of transportation,” said the professor.
Bolenciecwcz sat staring at him.
“That is,” pursued the professor, “any medium, agency, or method of going from one place to another.”
Bolenciecwcz had the look of a man who was being led into a trap.
“You may choose among steam, horsedrawn, or electrically propelled vehicles,” said the instructor. “I might suggest the one which we commonly take in making long journeys across land.”
There was a profound silence in which everybody stirred uneasily, including Bolenciecwcz and Mr. Bassum.
Mr. Bassum abruptly broke this silence in an amazing manner. “Choo-choo-choo,” he said, in a low voice, and turned instantly scarlet. He glanced appealingly around the room.
All of us, of course, shared Mr. Bassum’s desire that Bolenciecwcz should stay abreast of the class in economics, for the Illinois game, one of the hardest and most important of the season, was only a week off. “Toot, toot, too-tooooooot!” some student with a deep voice moaned, and we all looked encouragingly at Bolenciecwcz. Somebody else gave a fine imitation of a locomotive letting off steam. Mr. Bassum himself rounded off the little show. “Ding, dong, ding, dong,” he said, hopefully.
Bolenciecwcz was staring at the floor now, trying to think, his great brow furrowed, his huge hands rubbing together, his face red.
“How did you come to college this year, Mr. Bolenciecwcz?” asked the professor. “Chuffa chuffa, chuffa chuffa.”
“M’father sent me,” said the football player.
“What on?” asked Bassum.
“I git an 'lowance,” said the tackle, in a low, husky voice, obviously embarrassed.
“No, no,” said Bassum. “Name a means of transportation. What did you ride here on?”
“Train,” said Bolenciecwcz.
“Quite right,” said the professor, “Now Mr. Nugent, Will you tell us---”
by James Thurber
Another course that I didn’t like, but somehow managed to pass, was economics. I went to that class straight from the botany class, which didn’t help me any in understanding either subject. I used to get them mixed up. But not as mixed up as another student in my economics class who came there directly from a physics laboratory.
He was a tackle on the football team, named Bolenciewcz. At that time Ohio State University had one of the best football teams in the country, and Bolenciecwcz was one of its outstanding stars. In order to be eligible to play it was necessary for him to keep up in his studies, a very difficult matter, for while he was not dumber than an ox he was not any smarter. Most of his professors were lenient and helped him along. None gave him more hints in answering questions or asked him simpler ones than the economics professor, a thin, timid man named Bassum. One day when we were on the subject of transportation and distribution, it came to Bolenciecwcz’s turn to answer a question.
“Name one means of transportation,” the professor said to him.
No light came into the big tackle’s eyes.
“Just any means of transportation,” said the professor.
Bolenciecwcz sat staring at him.
“That is,” pursued the professor, “any medium, agency, or method of going from one place to another.”
Bolenciecwcz had the look of a man who was being led into a trap.
“You may choose among steam, horsedrawn, or electrically propelled vehicles,” said the instructor. “I might suggest the one which we commonly take in making long journeys across land.”
There was a profound silence in which everybody stirred uneasily, including Bolenciecwcz and Mr. Bassum.
Mr. Bassum abruptly broke this silence in an amazing manner. “Choo-choo-choo,” he said, in a low voice, and turned instantly scarlet. He glanced appealingly around the room.
All of us, of course, shared Mr. Bassum’s desire that Bolenciecwcz should stay abreast of the class in economics, for the Illinois game, one of the hardest and most important of the season, was only a week off. “Toot, toot, too-tooooooot!” some student with a deep voice moaned, and we all looked encouragingly at Bolenciecwcz. Somebody else gave a fine imitation of a locomotive letting off steam. Mr. Bassum himself rounded off the little show. “Ding, dong, ding, dong,” he said, hopefully.
Bolenciecwcz was staring at the floor now, trying to think, his great brow furrowed, his huge hands rubbing together, his face red.
“How did you come to college this year, Mr. Bolenciecwcz?” asked the professor. “Chuffa chuffa, chuffa chuffa.”
“M’father sent me,” said the football player.
“What on?” asked Bassum.
“I git an 'lowance,” said the tackle, in a low, husky voice, obviously embarrassed.
“No, no,” said Bassum. “Name a means of transportation. What did you ride here on?”
“Train,” said Bolenciecwcz.
“Quite right,” said the professor, “Now Mr. Nugent, Will you tell us---”
"Salvation" by Langston Hughes
“Salvation” by Langston Hughes
I was saved from sin when I was going on thirteen. But not really saved. It happened like this.
There was a big revival at my Auntie Reed's church. Every night for weeks there had been much preaching, singing, praying, and shouting, and some very hardened sinners had been brought to Christ, and the membership of the church had grown by leaps and bounds. Then just before the revival ended, they held a special meeting for children, "to bring the young lambs to the fold." My aunt spoke of it for days ahead. That night I was escorted to the front row and placed on the mourners' bench with all the other young sinners, who had not yet been brought to Jesus.
My aunt told me that when you were saved you saw a light, and something happened to you inside! And Jesus came into your life! And God was with you from then on! She said you could see and hear and feel Jesus in your soul. I believed her. I had heard a great many old people say the same thing and it seemed to me they ought to know. So I sat there calmly in the hot, crowded church, waiting for Jesus to come to me.
The preacher preached a wonderful rhythmical sermon, all moans and shouts and lonely cries and dire pictures of hell, and then he sang a song about the ninety and nine safe in the fold, but one little lamb was left out in the cold. Then he said: "Won't you come? Won't you come to Jesus? Young lambs, won't you come?" And he held out his arms to all us young sinners there on the mourners' bench. And the little girls cried. And some of them jumped up and went to Jesus right away. But most of us just sat there.
A great many old people came and knelt around us and prayed, old women with jet-black faces and braided hair, old men with work-gnarled hands. And the church sang a song about the lower lights are burning, some poor sinners to be saved. And the whole building rocked with prayer and song.
Still I kept waiting to see Jesus.
Finally all the young people had gone to the altar and were saved, but one boy and me. He was a rounder's son named Westley. Westley and I were surrounded by sisters and deacons praying. It was very hot in the church, and getting late now. Finally Westley said to me in a whisper: "God damn! I'm tired o' sitting here. Let's get up and be saved." So he got up and was saved.
Then I was left all alone on the mourners' bench. My aunt came and knelt at my knees and cried, while prayers and song swirled all around me in the little church. The whole congregation prayed for me alone, in a mighty wail of moans and voices. And I kept waiting serenely for Jesus, waiting, waiting - but he didn't come. I wanted to see him, but nothing happened to me. Nothing! I wanted something to happen to me, but nothing happened.
I heard the songs and the minister saying: "Why don't you come? My dear child, why don't you come to Jesus? Jesus is waiting for you. He wants you. Why don't you come? Sister Reed, what is this child's name?"
"Langston," my aunt sobbed.
"Langston, why don't you come? Why don't you come and be saved? Oh, Lamb of God! Why don't you come?"
Now it was really getting late. I began to be ashamed of myself, holding everything up so long. I began to wonder what God thought about Westley, who certainly hadn't seen Jesus either, but who was now sitting proudly on the platform, swinging his knickerbockered legs and grinning down at me, surrounded by deacons and old women on their knees praying. God had not struck Westley dead for taking his name in vain or for lying in the temple. So I decided that maybe to save further trouble, I'd better lie, too, and say that Jesus had come, and get up and be saved.
So I got up.
Suddenly the whole room broke into a sea of shouting, as they saw me rise. Waves of rejoicing swept the place. Women leaped in the air. My aunt threw her arms around me. The minister took me by the hand and led me to the platform.
When things quieted down, in a hushed silence, punctuated by a few ecstatic "Amens," all the new young lambs were blessed in the name of God. Then joyous singing filled the room.
That night, for the first time in my life but one for I was a big boy twelve years old - I cried. I cried, in bed alone, and couldn't stop. I buried my head under the quilts, but my aunt heard me. She woke up and told my uncle I was crying because the Holy Ghost had come into my life, and because I had seen Jesus. But I was really crying because I couldn't bear to tell her that I had lied, that I had deceived everybody in the church, that I hadn't seen Jesus, and that now I didn't believe there was a Jesus anymore, since he didn't come to help me.
I was saved from sin when I was going on thirteen. But not really saved. It happened like this.
There was a big revival at my Auntie Reed's church. Every night for weeks there had been much preaching, singing, praying, and shouting, and some very hardened sinners had been brought to Christ, and the membership of the church had grown by leaps and bounds. Then just before the revival ended, they held a special meeting for children, "to bring the young lambs to the fold." My aunt spoke of it for days ahead. That night I was escorted to the front row and placed on the mourners' bench with all the other young sinners, who had not yet been brought to Jesus.
My aunt told me that when you were saved you saw a light, and something happened to you inside! And Jesus came into your life! And God was with you from then on! She said you could see and hear and feel Jesus in your soul. I believed her. I had heard a great many old people say the same thing and it seemed to me they ought to know. So I sat there calmly in the hot, crowded church, waiting for Jesus to come to me.
The preacher preached a wonderful rhythmical sermon, all moans and shouts and lonely cries and dire pictures of hell, and then he sang a song about the ninety and nine safe in the fold, but one little lamb was left out in the cold. Then he said: "Won't you come? Won't you come to Jesus? Young lambs, won't you come?" And he held out his arms to all us young sinners there on the mourners' bench. And the little girls cried. And some of them jumped up and went to Jesus right away. But most of us just sat there.
A great many old people came and knelt around us and prayed, old women with jet-black faces and braided hair, old men with work-gnarled hands. And the church sang a song about the lower lights are burning, some poor sinners to be saved. And the whole building rocked with prayer and song.
Still I kept waiting to see Jesus.
Finally all the young people had gone to the altar and were saved, but one boy and me. He was a rounder's son named Westley. Westley and I were surrounded by sisters and deacons praying. It was very hot in the church, and getting late now. Finally Westley said to me in a whisper: "God damn! I'm tired o' sitting here. Let's get up and be saved." So he got up and was saved.
Then I was left all alone on the mourners' bench. My aunt came and knelt at my knees and cried, while prayers and song swirled all around me in the little church. The whole congregation prayed for me alone, in a mighty wail of moans and voices. And I kept waiting serenely for Jesus, waiting, waiting - but he didn't come. I wanted to see him, but nothing happened to me. Nothing! I wanted something to happen to me, but nothing happened.
I heard the songs and the minister saying: "Why don't you come? My dear child, why don't you come to Jesus? Jesus is waiting for you. He wants you. Why don't you come? Sister Reed, what is this child's name?"
"Langston," my aunt sobbed.
"Langston, why don't you come? Why don't you come and be saved? Oh, Lamb of God! Why don't you come?"
Now it was really getting late. I began to be ashamed of myself, holding everything up so long. I began to wonder what God thought about Westley, who certainly hadn't seen Jesus either, but who was now sitting proudly on the platform, swinging his knickerbockered legs and grinning down at me, surrounded by deacons and old women on their knees praying. God had not struck Westley dead for taking his name in vain or for lying in the temple. So I decided that maybe to save further trouble, I'd better lie, too, and say that Jesus had come, and get up and be saved.
So I got up.
Suddenly the whole room broke into a sea of shouting, as they saw me rise. Waves of rejoicing swept the place. Women leaped in the air. My aunt threw her arms around me. The minister took me by the hand and led me to the platform.
When things quieted down, in a hushed silence, punctuated by a few ecstatic "Amens," all the new young lambs were blessed in the name of God. Then joyous singing filled the room.
That night, for the first time in my life but one for I was a big boy twelve years old - I cried. I cried, in bed alone, and couldn't stop. I buried my head under the quilts, but my aunt heard me. She woke up and told my uncle I was crying because the Holy Ghost had come into my life, and because I had seen Jesus. But I was really crying because I couldn't bear to tell her that I had lied, that I had deceived everybody in the church, that I hadn't seen Jesus, and that now I didn't believe there was a Jesus anymore, since he didn't come to help me.
First Day Handouts, Including Assignment Schedule
ENG 111 – English 1
Autumn Quarter, 2007
Instructor: Kathryn Ward, Ph.D.
Credits: 4
Prerequisites: DEV 061 or CPE 061 and DEV 071 or CPE 071 or appropriate Compass score
Corequisites : None
Course Description:The process of writing personal and argumentative essays; language issues; and library skills. Writing intensive.Course Goals and Learning Objectives:1. Develop effective sentence writing.
Recognizing and applying simple, compound, and complex sentence forms
Illustrating effective use of sentence-combining
Illustrating effecting use of content placement
2. Develop effective paragraph writing.
Creating a workable, focused central idea appropriate to paragraph length
Articulating a central idea in a clear, effective topic sentence
Creating a central idea through a series of unified sentences
Grouping sentences effectively using transitional words, phrases and content
Sequencing information through logical progression
Creating effective concluding sentences
Varying sentence structure within the paragraph
3. Develop effective essay writing.
Creating a workable, focused idea appropriate to essay length
Articulating the central idea effectively
Creating an effective introductory paragraph
Creating structured, supporting paragraphs
Creating an effective concluding paragraph
4. Create essays in a variety of rhetorical modes.
Practicing basic essay writing
Recognizing and analyzing various modes of development in reading assignments
Creating a rough draft for each of the following modes of development: description, narration, illustration, comparison/contrast, and classification
Revising three of the previously listed rough drafts
Creating a process analysis essay as part of the final exam
5. Develop revision skills.
Evaluating others' writing through peer editing activities and responding constructively to specific peer editing guide questions pertaining to appropriateness of specific topic, effectiveness of the writing style, quality of topic support, and effectiveness of sentence, paragraph, and essay structure
Considering and evaluating the comments and analysis of others in their own writing process
Identifying their audience's needs and requirements
Revising to serve their chosen audience
6. Demonstrate knowledge of grammar and usage basics.
Practicing class exercises relating to pronoun usage, sentence construction, punctuation, voice, connotation and denotation, modifiers, and style in preparation for a comprehensive, standardized grammar and usage component of the final exam
Recognizing and correcting errors in writing assignments
7. Demonstrate understanding of basic library usage.
Making use of OhioLINK and other online resources
Locating research materials within the library
Submitting a completed library assignment
8. Develop acceptable social interaction.
Collaborating with instructor and classmates on peer editing, class discussion, and small group exercises
NOTE: I rarely give incompletes, and I give them only in circumstances where a student has a documented illness or family emergency. If you feel you cannot complete the required work (including attendance and class participation requirements) for this class by the end of the quarter, please drop this class as soon as possible. This means that if you cannot complete this class, cannot attend the final exam, cannot fulfill all in-class and out-of-class reading and writing assignment requirements, or cannot attend regularly due to work, other classes, family responsibilities, illness, transportation limitations, vacation schedules, recreational plans, or any other reason, please drop the class and reschedule it for a later date.
English 111; Autumn Quarter, 2007; Kathryn Ward, Ph.D.
Textbooks:
Reading Critically, Writing Well, by Axelrod, Cooper, Warriner. The Bedford Handbook, 7th ed., by Hacker.
Supplementary Text and Reference:
A good dictionary and a good thesaurus are highly recommended. (If you use a word processing program, the use of its spell-check feature is highly recommended. Be aware, however, that this feature is not infallible and does not replace proofreading.)
Other Materials and Resources:
Handouts will be distributed regularly throughout the quarter.
Course Grades:
Overview of Course Grades: Students are required to write five essays, to do in-class writing assignments, and to complete daily homework assignments (reading and writing). All papers should be typed, double-spaced with indented paragraphs, one-inch margins, and a 12-font type size. Appropriate grammar, usage, mechanics, word choice, sentence structure, paragraphing, organization, and development should be exhibited throughout the paper. Smarthinking tutorials may be required and if so, should be included with your drafts. Papers 1, 2, 3, and 4 are to be 500-600 words long. Paper 5 (the Cause and Effect Essay) is to be 600-900 words long.
Grades are based on the following standards:
· A The paper responds excellently to the stated assignment. It has a fully developed, well-placed, and clearly focused thesis. It is interesting and informative, and ideas are developed through the use of specific and concrete examples and details. The introduction and conclusion are clear, interesting, and appropriate. Paragraphs have topic sentences, are well-organized, and show unity and coherence. Transitional words and phrases are used. Sentences show variety and fluidity. Word choices are consistently clear, varied, and appropriate. The paper, overall, shows very good control of the English language and strong writing skills, and it has few, if any, errors in such things as spelling, grammar, usage, and punctuation.
· B The paper responds well to the stated assignment. The paper has a well-developed and focused thesis, and the ideas are clearly developed and well-organized. The introduction and conclusion are appropriate. Paragraphing is handled adequately. Sentences show some variety and fluidity. Word choices are generally clear, varied, and appropriate. The paper shows a fairly good control of the English language and moderately strong writing skills, but it is not as thoughtful, as skillfully organized, or as thoroughly developed as an A paper. Some errors may be present but are not excessive.
· C The paper responds to the stated assignment, but does so only in an average fashion. There may be problems with clarity or organization. The paper contains a thesis, but it may be poorly stated, inappropriate, or difficult to locate. Development and organization may be present but are inappropriate or inadequate. The introduction and conclusion are present but are weak. Paragraphs are underdeveloped and paragraph organization is weak. Sentences tend to be choppy, lacking variety and fluidity. Word choices are repetitive, unclear, and/or inappropriate. Language skills are merely average, and there are several errors in spelling, grammar, usage, punctuation errors, etc.
· D The paper responds only minimally to the stated assignment. It may be short, unclear, and/or poorly organized. The paper shows little if any understanding of the concepts of thesis, development, organization, paragraphing, sentence structure, word choice, and language skills. Errors are frequent: for example, there may be five or more spelling errors (in a 500-word paper), and/or two or more run-on sentences or sentence fragments. There are also multiple problems with capitalization, punctuation, agreement, and so on.
· Fail The paper does not respond to the stated assignment. It may be extremely short, hard to understand, and/or poorly organized. The paper shows little or no understanding of the concepts of thesis, development, organization, paragraphing, sentence structure, and word choice. The paper shows extremely weak language skills and frequent errors in sentence structure, grammar, usage, punctuation, etc. Proofreading seems nonexistent.
Determination of the Final Grade:
A total of 1000 points is possible.
Assignments:
· 500 Points—The Papers (Five papers are each potentially worth 100 points as follows: 100=A. 97=A-. 93=B+. 90=B. 87=B-. 83=C+. 80=C. 77=C-. 73=D+. 70=D. 67 = D-. 66 and below=failing grade.)
· 100 Points—The Final
· 100 Points—Homework, journals, in-class writings, quizzes, etc. are worth 100 points, total.
· 100 Points—Class attendance and participation, including participation in brainstorming assignments, are worth 100 points, total.
· 100 Points—Editing Days. (Each editing day is worth 20 points, for a total of 100.)
· 100 Points—Library Assignments.
Extra Credit Points—These may be available for various activities during the quarter.
FINAL GRADING SCALE: 900-1000 = A. 800-899 = B. 700-799 = C. 600-699 = D. Below 600 = failing grade.
ENG 111 Autumn Quarter, 2007 Kathryn Ward, Ph.D.
Course Policies:
I. Attendance Policy: Regular and punctual attendance is expected and missing class will affect your grade. Every absence counts as an absence, regardless of your excuse. Please do not call the college if you expect to be absent or late. Naturally, perfect attendance is not always possible, so one or two absences are acceptable. If you miss four classes or more, however, you’ll be advised to drop the course. Being late for class will affect your grade, as quizzes are given at the very beginning of class and you’ll miss them if you’re late. Also because many activities commence at the beginning of class, if you’re late you’ll miss participating, which will, again, negatively affect your grade. There are no make-ups for quizzes, in-class writing assignments, or homework for those who miss these or fail to hand them in due to lateness or absence. Class participation is expected, and obviously you should not be sleeping, doing work for other classes, conversing with classmates, texting messages, etc. during class, nor should you be moving around in the classroom or leaving the classroom, except for emergencies. If you have a job, family responsibilities, or another class that inhibits your ability to attend class regularly and on time, do not take this class. (See previous page.) No children, pets, or guests are permitted to attend. No food or drinks are permitted in the room as per college policy. Cell phones and similar devices must be turned off during class. II. Paper Policy: Assignments are due at the beginning of class on the days indicated on the assignment schedule. If you leave an assignment in my mailbox, or leave it with the department administration, or send it via e-mail, you do so at your own risk. The best approach is to give your paper to me, in person, in class. Editing day papers should be legible but need not be typed. All final papers are to be typed (if this represents an insurmountable obstacle, please see me). Papers should be printed out and ready to turn in the beginning of class on the due date. “My printer wasn’t working,” or “My computer was down,” or “The dog ate my homework,” are not acceptable excuses, and your paper may be counted as a late paper if it is not turned in at the beginning of class. Please keep a photocopy or extra print-out of each assignment for your records. All papers must be completed as directed on the syllabus and as explained by me in class and should have your name, my name, the assignment (“Narrative Essay”), and the date typed in the top right-hand corner of the paper. Papers should have titles, and all final drafts must be typed in MLA manuscript style. Thesis and brainstorming sheets, outlines, working drafts, editing-day drafts, student comments, etc. must be turned in with the final draft. If you receive two D's, you’ll be required to meet with me. III. Late Paper Policy: Of course emergencies can occur and can inhibit your ability to hand in a paper on time; therefore, you may hand in one (and only one) of the first four papers as a late paper with no penalty—-it will be due on the Monday following the due date. Any other late papers will be penalized by one full letter grade for each day late. Once you have used up your one late paper, you will not be permitted to hand in another late paper with no penalty, regardless of how severe the emergency. For this reason, you are advised to not to use your late paper option frivolously. The fifth paper must be turned in on time, even if you are absent on the due date, or be penalized one full letter grade for each day late. IV. Rewrite Policy: You may rewrite any one of the first four papers, and your grade for that assignment will be the higher of the two grades. Keep in mind, however, that in order to improve your grade, there must be significant changes in content, organization, and development of the paper that reflect an understanding of your errors as part of the whole paper. A rewrite is not a correction: simple spelling and sentence corrections of errors I have already marked are typically not enough to warrant raising your grade. Rewrites are due on the last day of class and must include the original graded essay that you have revised, and all supplementary work for that essay (thesis and brainstorming sheets, outlines, working drafts, editing-day drafts and student comments, etc.). V. Classroom Behavior Policy: Politeness and attentiveness to the instructor and to other students is mandatory. Rudeness, slurs, disruption, harassment, etc. is not be tolerated and may cause permanently dismissal from this class. VI. Plagiarism Policy: See “Clark State General Policies: Academic Dishonesty.” The use of a paper you’ve written for another requirement constitutes plagiarism. If you have any doubts about whether you’re plagiarizing, see me. Don’t do it. I am trained to recognize it, have access to computer resources that can help me identify it, will report it, and will request maximum punishment. VII. General Assignment Policy: All assignments are due at the beginning of class on the date noted on the assignment schedule. All assignments from the books are reading assignments only unless specified otherwise. Reading and written assignments other than those on the assignment schedule will be given frequently. There will be many handouts. If I hand out a reading assignment or make an announcement in class, all students are responsible for reading the assignment or knowing the announcement, even if they are absent. For this reason, please be sure you get the names and phone numbers of at least two classmates, so you can call to check on assignments and get handouts in the event that you are absent. Get information about the class as soon as possible after your absence so that you can keep up with the class. If you do not understand the information you’ve gotten from another student, please see me. Name____________________________________________________
E-mail___________________________________________________
Phone:___________________________________________________
Name____________________________________________________
E-mail___________________________________________________
Phone:___________________________________________________
Clark State General Policies:
Assessment of Student Academic Achievement - Student learning is central to all that we do at the College. Faculty assess student learning in a variety of ways, including in-course assessments, portfolios, certification examinations, employer surveys, transfer studies, and many others. The College measures its effectiveness through the results of our assessment of student learning and uses those results to improve student learning.
Students with Disabilities - It is Clark State's policy to provide reasonable accommodations to students with disabilities. Our goal is to help students succeed in this course. If you have a physical, mental, or learning disability and you need a reasonable accommodation to help you achieve success, please contact Disability Services (RH 222, 328-6019). To best provide the accommodation you need, make this request as soon as possible, since accommodations cannot be made to change a grade you have received for course work already completed.
Tutoring Services - Tutoring services are available for most courses through the Success Center. These services are provided free of charge. Tutoring is provided by professional and student tutors. The Success Center is open Monday through Thursday, 8:30 a.m.-7 p.m. and Friday, 8:30-5 p.m. Contact by stopping in or calling 937/328-6049.
Course Withdrawal - If for any reason you cannot complete this or any other course, you must officially withdraw from the class. Even if you never attend class, if you are officially enrolled in a course, you will receive a grade for the course unless you complete and submit a drop form with appropriate signatures to the registrar. If you have not completed all of the work, that grade can only be an F. Drop forms are available in the division office, in the counseling office, or from the registrar. After midterm, you must have the instructor's permission to withdraw from a class; therefore, his or her signature must be on the form before you submit it to the registrar. For the last date to withdraw without the signature of the instructor, check the quarterly schedule. If you do decide to withdraw from a class and have any kind of financial aid, you should consult with the financial aid office prior to the withdrawal to determine what, if any, effect it will have on your financial aid status.
Incomplete Grade - The incomplete (I) grade process may be initiated when you are progressing satisfactorily in a course, but for reasons beyond your control (e.g., illness or death in the family), you will not have completed all requirements for the course when final grades are submitted by the instructor. You must notify your instructor by the last day of any quarter. If the instructor agrees to an ” I” grade, it will be submitted on your grade report, and the instructor will set up a schedule on the Incomplete Grade form for completion of the course requirements by midterm of the following quarter. When you complete the class requirements, the instructor will change the “I” grade to another letter grade. If you do not complete the requirements, the “I” grade will automatically be changed on Friday of the fifth week of the following quarter to an F grade on your transcript. A student receiving an incomplete grade at the end of Spring or Summer Quarter must complete all conditions by Friday of the fifth week of Fall Quarter.
Academic Dishonesty - Using the ideas, expressions, writings, etc., of another person and representing them as your own is one form of academic dishonesty and can result in severe penalties, including failure on a project or in a course. Plagiarism includes not only word-for-word copying but also the use of the general ideas of another without giving appropriate credit to the source. Students are responsible for knowing the college’s academic dishonesty policy. If you have questions, ask your instructor.
Children in Classes - Children are not allowed in classes without the prior approval of the instructor. No children are allowed in lab classrooms or lab sessions. If permission is granted to bring a child into a class, it is the parent's responsibility to see that the child in no way disturbs other students or the class in general. Even after permission is granted, the instructor always has the right to ask a parent and child to leave a class if any kind of disruption takes place. Individuals who bring children to the college for any reason are expected to supervise them at all times.
Web Advisor, MyClarkState, and Student WebMail - Students can use WebAdvisor to register, pay online and access grades and transcripts. You can access WebAdvisor in the Quick Links on the Clark State home page. Use your assigned username and your seven-digit student number as your password to log in. WebAdvisor is the only way you will receive your final grade at the end of each quarter. We use a student web portal called MyClarkState to communicate with you about registration, payment, grades, graduation, events and other important information. You'll receive a MyClarkState account on the first day of the quarter, and it will give you access to news, announcements, calendars, and instant messaging. MyClarkState will also be your direct access to any online classes you take at Clark State. Beginning Summer Quarter 2007, all students will receive a Student WebMail account. Your Student WebMail can be used for all your e-mail needs and can be accessed from the Quick Links on the Clark State home page. It is important that you check this mailbox for important Clark State information. You will have this e-mail account as long as you are a student at Clark State.
Responsible Use of Technology - Engaging in any activity that violates or is strictly prohibited by Clark State's Use Policy, can result in the immediate loss of access privileges. If such activities also violate the College policy or local, state or federal laws, violators may be referred to the appropriate College authority or law enforcement agency for resolution. Such cases may result in suspension from the College as well as prosecution by law enforcement agencies. With the evolving nature of resources, Clark State's Use Policy may be amended from time to time. These changes will be made available via the College's website as well as in the computing services department. It is the responsibility of each individual who uses the technology resources of the College to be familiar with and abide by all current operational policies. The use of any technology resource of the College implies acceptance of all current operational policies.
Emergency Closing - In the unusual event the College closes for inclement weather or any other emergency, all available information will be provided to each of the radio and television stations listed on the Campus Directory page in the College Schedule Booklet and on the following web site: www.cancellations.com. The announcement will be made as early as possible, generally beginning at 6:00 A.M. Announcements concerning evening classes will be made beginning at 1:00 P.M. In the event of a delay, class starting times will not be altered. Classes that are scheduled to meet for one hour or more after the delay ends will still be held and will end at the normal time.English 111 Autumn Quarter, 2007 Kathryn Ward, Ph.D.
Tentative Assignment Schedule: (NOTE: This schedule is subject to revision at any time. Additional assignments, including handouts, will be given throughout the quarter. READING ASSIGNMENTS SHOULD BE READ BEFORE YOU COME TO CLASS ON THE DAY SPECIFIED. RC = Reading Critically, Writing Well, BH = The Bedford Handbook, 7th ed. (All assignments in RC and BH are reading assignments unless otherwise specified.)
WEEK ONE 9/5 Introduction to course. Policies, texts, assignments, journals, etc.
9/6 Introduction to the Narrative Essay. Choosing a topic. Focusing a topic. The Writing process: brainstorming, prewriting, writing, revision, proofreading. RC: Ch. 1. BH: 16-27, 83-84 (Narr & Desc), begin skimming 145-466, focusing on your special problems. 9/7 Types of brainstorming. The thesis statement. Elements of narrative writing. Read handout: “Salvation” (can be found online at http://gibbsmagazine.com/Salvation.htm or http://www.spiritwatch.org/firelangsave.htm) BH: 34-36. Brainstorming on the computer.WEEK TWO 9/10 Thesis and brainstorming sheets due at the beginning of class. Organization and development. Dialogue. Read RC: 13-15. 9/12 Outlines due at the beginning of class. Read handout: “University Days.” The Success Center. Read RC: 152-155. BH: 2-15. Explanation of the peer editing process. BH: 46-47 (Guidelines, top of pgs), 64-65. 9/13 Editing day. Sophisticated rough draft of the Narrative Essay due at the beginning of class. 9/14 NARRATIVE ESSAY DUE AT THE BEGINNING OF CLASS. Introduction to Comparison and Contrast Essay. Special approaches: then/now, old/new, negative/positive, analogy, etc. Brainstorming in groups. BH: 85-86 (comp & con).
WEEK THREE 9/17 Thesis and brainstorming sheets due at the beginning of class. Organizing the Comparison and Contrast Essay. Read: “Grant and Lee” (can be found online at http://users.ipfw.edu/ruflethe/grantandlee.html and http://faculty.ucc.edu/english-chewning/catton.htm).9/19 Developing ideas. Significance and purpose. Read RC: 83-85. BH: continue skimming 145-466, focusing on your special problems. 9/20 Types of outlines. Parallel structure. Words that compare and contrast. Paragraphs. Read RC: 146-151. BH: 26-30, 76-83. 9/21 Outlines due at the beginning of class. Introductions and conclusions; methods, problems to avoid. BH: 31-34. Writing intros and conclusions.
WEEK FOUR 9/24 Words. Spelling. Sentences: combining, run-ons, fragments, choppiness. 9/26 Read handout: “Ali Then—-and Now.” More on intros and conclusions. BH: 38-42. 9/27 Editing day. Sophisticated rough draft of the Comparison and Contrast Essay due at the beginning of class. 9/28 COMPARISON AND CONTRAST ESSAY DUE AT THE BEGINNING OF CLASS. Introduction to the Classification Essay. Brainstorming in groups. BH: 88-89.
WEEK FIVE 10/1 Thesis and brainstorming sheets due at the beginning of class. Read: “Men to Avoid Dating” (can be found online at http://www.onlinedatingmagazine.com/articles/fivementoavoiddating.html). The organizational thesis. 10/3 Choosing categories. Parallel structures. Organizational methods. Read RC: 266. 10/4 “So what?”--Significance and purpose, revisited. BH: continue skimming 145-466-focusing on your special problems. 10/5 Outlines due at the beginning of class. “Types of Teachers”--classification exercise.
WEEK SIX 10/8 Paragraphs: length, content, structure, options. Read handout: “Who Is an Alcoholic?” BH: 91-99. 10/10 Editing day. Sophisticated rough draft of the Classification Essay due at the beginning of class. 10/11 Review of the Classification Essay. Questions. 10/12 CLASSIFICATION ESSAY DUE AT THE BEGINNING OF CLASS. Intro to Process Essay. Brainstorming in groups. BH: 81-82.
WEEK SEVEN 10/15 Thesis and brainstorming sheets due at the beginning of class. Online reading “How to Fix A Flat Tire on a Bicycle,” http://www.kenkifer.com/bikepages/skills/fixflat.htm10/17 Essential elements of the Process Essay. Read RC: 401-412. 10/18 Approaches to the Process Essay: “how to” versus “how it happens.” BH: continue skimming 135-476, focusing on yr problems. 10/19 Outlines due at the beginning of class. Structure in the Process Essay. “How to write an essay” or other process exercise.
WEEK EIGHT 10/22 Journals due. Varied, clear, and appropriate words choices. Clarity. Audience awareness. Titles. Capitalization. 10/24 Review of the Process Essay. Questions.10/25 Editing day. Sophisticated rough draft of the Process Essay due at the beginning of class. 10/26 PROCESS ESSAY DUE AT THE BEGINNING OF CLASS. Introduction to the Persuasive Essay. Brainstorming in groups. BH: 84.
WEEK NINE 10/29 Library research day (tentative). Thesis and brainstorming sheets due at the beginning of class. BH: 505-515. 10/31 The rewrite. BH: 46-65. Avoiding logical fallacies. BH: continue skimming 135-476-focusing on your special problems. Halloween Research Party.11/1 Outlines due at the beginning of class. Punctuation review. Dangling modifiers and other problem areas. 11/2 Rewriting. Library assignment #1 due. BH: 42-45.
WEEK TEN
11/5 More on the Persuasive Essay. Questions. Organization of the Persuasive Essay. Review of special problems.
11/7 Take Home Final Exam explained. Library assignment #2 due. Student conferences. BH: continue skimming 145-466, focusing on your special problems.11/8 Editing day. Sophisticated rough draft of the Persuasive Essay due at the beginning of class.
11/9 PERSUASIVE ESSAY DUE AT THE BEGINNING OF CLASS. Optional Rewrite due. Take-home Final Exam due.
WEEK ELEVEN
11/12 MEMORIAL DAY. NO CLASS.
Autumn Quarter, 2007
Instructor: Kathryn Ward, Ph.D.
Credits: 4
Prerequisites: DEV 061 or CPE 061 and DEV 071 or CPE 071 or appropriate Compass score
Corequisites : None
Course Description:The process of writing personal and argumentative essays; language issues; and library skills. Writing intensive.Course Goals and Learning Objectives:1. Develop effective sentence writing.
Recognizing and applying simple, compound, and complex sentence forms
Illustrating effective use of sentence-combining
Illustrating effecting use of content placement
2. Develop effective paragraph writing.
Creating a workable, focused central idea appropriate to paragraph length
Articulating a central idea in a clear, effective topic sentence
Creating a central idea through a series of unified sentences
Grouping sentences effectively using transitional words, phrases and content
Sequencing information through logical progression
Creating effective concluding sentences
Varying sentence structure within the paragraph
3. Develop effective essay writing.
Creating a workable, focused idea appropriate to essay length
Articulating the central idea effectively
Creating an effective introductory paragraph
Creating structured, supporting paragraphs
Creating an effective concluding paragraph
4. Create essays in a variety of rhetorical modes.
Practicing basic essay writing
Recognizing and analyzing various modes of development in reading assignments
Creating a rough draft for each of the following modes of development: description, narration, illustration, comparison/contrast, and classification
Revising three of the previously listed rough drafts
Creating a process analysis essay as part of the final exam
5. Develop revision skills.
Evaluating others' writing through peer editing activities and responding constructively to specific peer editing guide questions pertaining to appropriateness of specific topic, effectiveness of the writing style, quality of topic support, and effectiveness of sentence, paragraph, and essay structure
Considering and evaluating the comments and analysis of others in their own writing process
Identifying their audience's needs and requirements
Revising to serve their chosen audience
6. Demonstrate knowledge of grammar and usage basics.
Practicing class exercises relating to pronoun usage, sentence construction, punctuation, voice, connotation and denotation, modifiers, and style in preparation for a comprehensive, standardized grammar and usage component of the final exam
Recognizing and correcting errors in writing assignments
7. Demonstrate understanding of basic library usage.
Making use of OhioLINK and other online resources
Locating research materials within the library
Submitting a completed library assignment
8. Develop acceptable social interaction.
Collaborating with instructor and classmates on peer editing, class discussion, and small group exercises
NOTE: I rarely give incompletes, and I give them only in circumstances where a student has a documented illness or family emergency. If you feel you cannot complete the required work (including attendance and class participation requirements) for this class by the end of the quarter, please drop this class as soon as possible. This means that if you cannot complete this class, cannot attend the final exam, cannot fulfill all in-class and out-of-class reading and writing assignment requirements, or cannot attend regularly due to work, other classes, family responsibilities, illness, transportation limitations, vacation schedules, recreational plans, or any other reason, please drop the class and reschedule it for a later date.
English 111; Autumn Quarter, 2007; Kathryn Ward, Ph.D.
Textbooks:
Reading Critically, Writing Well, by Axelrod, Cooper, Warriner. The Bedford Handbook, 7th ed., by Hacker.
Supplementary Text and Reference:
A good dictionary and a good thesaurus are highly recommended. (If you use a word processing program, the use of its spell-check feature is highly recommended. Be aware, however, that this feature is not infallible and does not replace proofreading.)
Other Materials and Resources:
Handouts will be distributed regularly throughout the quarter.
Course Grades:
Overview of Course Grades: Students are required to write five essays, to do in-class writing assignments, and to complete daily homework assignments (reading and writing). All papers should be typed, double-spaced with indented paragraphs, one-inch margins, and a 12-font type size. Appropriate grammar, usage, mechanics, word choice, sentence structure, paragraphing, organization, and development should be exhibited throughout the paper. Smarthinking tutorials may be required and if so, should be included with your drafts. Papers 1, 2, 3, and 4 are to be 500-600 words long. Paper 5 (the Cause and Effect Essay) is to be 600-900 words long.
Grades are based on the following standards:
· A The paper responds excellently to the stated assignment. It has a fully developed, well-placed, and clearly focused thesis. It is interesting and informative, and ideas are developed through the use of specific and concrete examples and details. The introduction and conclusion are clear, interesting, and appropriate. Paragraphs have topic sentences, are well-organized, and show unity and coherence. Transitional words and phrases are used. Sentences show variety and fluidity. Word choices are consistently clear, varied, and appropriate. The paper, overall, shows very good control of the English language and strong writing skills, and it has few, if any, errors in such things as spelling, grammar, usage, and punctuation.
· B The paper responds well to the stated assignment. The paper has a well-developed and focused thesis, and the ideas are clearly developed and well-organized. The introduction and conclusion are appropriate. Paragraphing is handled adequately. Sentences show some variety and fluidity. Word choices are generally clear, varied, and appropriate. The paper shows a fairly good control of the English language and moderately strong writing skills, but it is not as thoughtful, as skillfully organized, or as thoroughly developed as an A paper. Some errors may be present but are not excessive.
· C The paper responds to the stated assignment, but does so only in an average fashion. There may be problems with clarity or organization. The paper contains a thesis, but it may be poorly stated, inappropriate, or difficult to locate. Development and organization may be present but are inappropriate or inadequate. The introduction and conclusion are present but are weak. Paragraphs are underdeveloped and paragraph organization is weak. Sentences tend to be choppy, lacking variety and fluidity. Word choices are repetitive, unclear, and/or inappropriate. Language skills are merely average, and there are several errors in spelling, grammar, usage, punctuation errors, etc.
· D The paper responds only minimally to the stated assignment. It may be short, unclear, and/or poorly organized. The paper shows little if any understanding of the concepts of thesis, development, organization, paragraphing, sentence structure, word choice, and language skills. Errors are frequent: for example, there may be five or more spelling errors (in a 500-word paper), and/or two or more run-on sentences or sentence fragments. There are also multiple problems with capitalization, punctuation, agreement, and so on.
· Fail The paper does not respond to the stated assignment. It may be extremely short, hard to understand, and/or poorly organized. The paper shows little or no understanding of the concepts of thesis, development, organization, paragraphing, sentence structure, and word choice. The paper shows extremely weak language skills and frequent errors in sentence structure, grammar, usage, punctuation, etc. Proofreading seems nonexistent.
Determination of the Final Grade:
A total of 1000 points is possible.
Assignments:
· 500 Points—The Papers (Five papers are each potentially worth 100 points as follows: 100=A. 97=A-. 93=B+. 90=B. 87=B-. 83=C+. 80=C. 77=C-. 73=D+. 70=D. 67 = D-. 66 and below=failing grade.)
· 100 Points—The Final
· 100 Points—Homework, journals, in-class writings, quizzes, etc. are worth 100 points, total.
· 100 Points—Class attendance and participation, including participation in brainstorming assignments, are worth 100 points, total.
· 100 Points—Editing Days. (Each editing day is worth 20 points, for a total of 100.)
· 100 Points—Library Assignments.
Extra Credit Points—These may be available for various activities during the quarter.
FINAL GRADING SCALE: 900-1000 = A. 800-899 = B. 700-799 = C. 600-699 = D. Below 600 = failing grade.
ENG 111 Autumn Quarter, 2007 Kathryn Ward, Ph.D.
Course Policies:
I. Attendance Policy: Regular and punctual attendance is expected and missing class will affect your grade. Every absence counts as an absence, regardless of your excuse. Please do not call the college if you expect to be absent or late. Naturally, perfect attendance is not always possible, so one or two absences are acceptable. If you miss four classes or more, however, you’ll be advised to drop the course. Being late for class will affect your grade, as quizzes are given at the very beginning of class and you’ll miss them if you’re late. Also because many activities commence at the beginning of class, if you’re late you’ll miss participating, which will, again, negatively affect your grade. There are no make-ups for quizzes, in-class writing assignments, or homework for those who miss these or fail to hand them in due to lateness or absence. Class participation is expected, and obviously you should not be sleeping, doing work for other classes, conversing with classmates, texting messages, etc. during class, nor should you be moving around in the classroom or leaving the classroom, except for emergencies. If you have a job, family responsibilities, or another class that inhibits your ability to attend class regularly and on time, do not take this class. (See previous page.) No children, pets, or guests are permitted to attend. No food or drinks are permitted in the room as per college policy. Cell phones and similar devices must be turned off during class. II. Paper Policy: Assignments are due at the beginning of class on the days indicated on the assignment schedule. If you leave an assignment in my mailbox, or leave it with the department administration, or send it via e-mail, you do so at your own risk. The best approach is to give your paper to me, in person, in class. Editing day papers should be legible but need not be typed. All final papers are to be typed (if this represents an insurmountable obstacle, please see me). Papers should be printed out and ready to turn in the beginning of class on the due date. “My printer wasn’t working,” or “My computer was down,” or “The dog ate my homework,” are not acceptable excuses, and your paper may be counted as a late paper if it is not turned in at the beginning of class. Please keep a photocopy or extra print-out of each assignment for your records. All papers must be completed as directed on the syllabus and as explained by me in class and should have your name, my name, the assignment (“Narrative Essay”), and the date typed in the top right-hand corner of the paper. Papers should have titles, and all final drafts must be typed in MLA manuscript style. Thesis and brainstorming sheets, outlines, working drafts, editing-day drafts, student comments, etc. must be turned in with the final draft. If you receive two D's, you’ll be required to meet with me. III. Late Paper Policy: Of course emergencies can occur and can inhibit your ability to hand in a paper on time; therefore, you may hand in one (and only one) of the first four papers as a late paper with no penalty—-it will be due on the Monday following the due date. Any other late papers will be penalized by one full letter grade for each day late. Once you have used up your one late paper, you will not be permitted to hand in another late paper with no penalty, regardless of how severe the emergency. For this reason, you are advised to not to use your late paper option frivolously. The fifth paper must be turned in on time, even if you are absent on the due date, or be penalized one full letter grade for each day late. IV. Rewrite Policy: You may rewrite any one of the first four papers, and your grade for that assignment will be the higher of the two grades. Keep in mind, however, that in order to improve your grade, there must be significant changes in content, organization, and development of the paper that reflect an understanding of your errors as part of the whole paper. A rewrite is not a correction: simple spelling and sentence corrections of errors I have already marked are typically not enough to warrant raising your grade. Rewrites are due on the last day of class and must include the original graded essay that you have revised, and all supplementary work for that essay (thesis and brainstorming sheets, outlines, working drafts, editing-day drafts and student comments, etc.). V. Classroom Behavior Policy: Politeness and attentiveness to the instructor and to other students is mandatory. Rudeness, slurs, disruption, harassment, etc. is not be tolerated and may cause permanently dismissal from this class. VI. Plagiarism Policy: See “Clark State General Policies: Academic Dishonesty.” The use of a paper you’ve written for another requirement constitutes plagiarism. If you have any doubts about whether you’re plagiarizing, see me. Don’t do it. I am trained to recognize it, have access to computer resources that can help me identify it, will report it, and will request maximum punishment. VII. General Assignment Policy: All assignments are due at the beginning of class on the date noted on the assignment schedule. All assignments from the books are reading assignments only unless specified otherwise. Reading and written assignments other than those on the assignment schedule will be given frequently. There will be many handouts. If I hand out a reading assignment or make an announcement in class, all students are responsible for reading the assignment or knowing the announcement, even if they are absent. For this reason, please be sure you get the names and phone numbers of at least two classmates, so you can call to check on assignments and get handouts in the event that you are absent. Get information about the class as soon as possible after your absence so that you can keep up with the class. If you do not understand the information you’ve gotten from another student, please see me. Name____________________________________________________
E-mail___________________________________________________
Phone:___________________________________________________
Name____________________________________________________
E-mail___________________________________________________
Phone:___________________________________________________
Clark State General Policies:
Assessment of Student Academic Achievement - Student learning is central to all that we do at the College. Faculty assess student learning in a variety of ways, including in-course assessments, portfolios, certification examinations, employer surveys, transfer studies, and many others. The College measures its effectiveness through the results of our assessment of student learning and uses those results to improve student learning.
Students with Disabilities - It is Clark State's policy to provide reasonable accommodations to students with disabilities. Our goal is to help students succeed in this course. If you have a physical, mental, or learning disability and you need a reasonable accommodation to help you achieve success, please contact Disability Services (RH 222, 328-6019). To best provide the accommodation you need, make this request as soon as possible, since accommodations cannot be made to change a grade you have received for course work already completed.
Tutoring Services - Tutoring services are available for most courses through the Success Center. These services are provided free of charge. Tutoring is provided by professional and student tutors. The Success Center is open Monday through Thursday, 8:30 a.m.-7 p.m. and Friday, 8:30-5 p.m. Contact by stopping in or calling 937/328-6049.
Course Withdrawal - If for any reason you cannot complete this or any other course, you must officially withdraw from the class. Even if you never attend class, if you are officially enrolled in a course, you will receive a grade for the course unless you complete and submit a drop form with appropriate signatures to the registrar. If you have not completed all of the work, that grade can only be an F. Drop forms are available in the division office, in the counseling office, or from the registrar. After midterm, you must have the instructor's permission to withdraw from a class; therefore, his or her signature must be on the form before you submit it to the registrar. For the last date to withdraw without the signature of the instructor, check the quarterly schedule. If you do decide to withdraw from a class and have any kind of financial aid, you should consult with the financial aid office prior to the withdrawal to determine what, if any, effect it will have on your financial aid status.
Incomplete Grade - The incomplete (I) grade process may be initiated when you are progressing satisfactorily in a course, but for reasons beyond your control (e.g., illness or death in the family), you will not have completed all requirements for the course when final grades are submitted by the instructor. You must notify your instructor by the last day of any quarter. If the instructor agrees to an ” I” grade, it will be submitted on your grade report, and the instructor will set up a schedule on the Incomplete Grade form for completion of the course requirements by midterm of the following quarter. When you complete the class requirements, the instructor will change the “I” grade to another letter grade. If you do not complete the requirements, the “I” grade will automatically be changed on Friday of the fifth week of the following quarter to an F grade on your transcript. A student receiving an incomplete grade at the end of Spring or Summer Quarter must complete all conditions by Friday of the fifth week of Fall Quarter.
Academic Dishonesty - Using the ideas, expressions, writings, etc., of another person and representing them as your own is one form of academic dishonesty and can result in severe penalties, including failure on a project or in a course. Plagiarism includes not only word-for-word copying but also the use of the general ideas of another without giving appropriate credit to the source. Students are responsible for knowing the college’s academic dishonesty policy. If you have questions, ask your instructor.
Children in Classes - Children are not allowed in classes without the prior approval of the instructor. No children are allowed in lab classrooms or lab sessions. If permission is granted to bring a child into a class, it is the parent's responsibility to see that the child in no way disturbs other students or the class in general. Even after permission is granted, the instructor always has the right to ask a parent and child to leave a class if any kind of disruption takes place. Individuals who bring children to the college for any reason are expected to supervise them at all times.
Web Advisor, MyClarkState, and Student WebMail - Students can use WebAdvisor to register, pay online and access grades and transcripts. You can access WebAdvisor in the Quick Links on the Clark State home page. Use your assigned username and your seven-digit student number as your password to log in. WebAdvisor is the only way you will receive your final grade at the end of each quarter. We use a student web portal called MyClarkState to communicate with you about registration, payment, grades, graduation, events and other important information. You'll receive a MyClarkState account on the first day of the quarter, and it will give you access to news, announcements, calendars, and instant messaging. MyClarkState will also be your direct access to any online classes you take at Clark State. Beginning Summer Quarter 2007, all students will receive a Student WebMail account. Your Student WebMail can be used for all your e-mail needs and can be accessed from the Quick Links on the Clark State home page. It is important that you check this mailbox for important Clark State information. You will have this e-mail account as long as you are a student at Clark State.
Responsible Use of Technology - Engaging in any activity that violates or is strictly prohibited by Clark State's Use Policy, can result in the immediate loss of access privileges. If such activities also violate the College policy or local, state or federal laws, violators may be referred to the appropriate College authority or law enforcement agency for resolution. Such cases may result in suspension from the College as well as prosecution by law enforcement agencies. With the evolving nature of resources, Clark State's Use Policy may be amended from time to time. These changes will be made available via the College's website as well as in the computing services department. It is the responsibility of each individual who uses the technology resources of the College to be familiar with and abide by all current operational policies. The use of any technology resource of the College implies acceptance of all current operational policies.
Emergency Closing - In the unusual event the College closes for inclement weather or any other emergency, all available information will be provided to each of the radio and television stations listed on the Campus Directory page in the College Schedule Booklet and on the following web site: www.cancellations.com. The announcement will be made as early as possible, generally beginning at 6:00 A.M. Announcements concerning evening classes will be made beginning at 1:00 P.M. In the event of a delay, class starting times will not be altered. Classes that are scheduled to meet for one hour or more after the delay ends will still be held and will end at the normal time.English 111 Autumn Quarter, 2007 Kathryn Ward, Ph.D.
Tentative Assignment Schedule: (NOTE: This schedule is subject to revision at any time. Additional assignments, including handouts, will be given throughout the quarter. READING ASSIGNMENTS SHOULD BE READ BEFORE YOU COME TO CLASS ON THE DAY SPECIFIED. RC = Reading Critically, Writing Well, BH = The Bedford Handbook, 7th ed. (All assignments in RC and BH are reading assignments unless otherwise specified.)
WEEK ONE 9/5 Introduction to course. Policies, texts, assignments, journals, etc.
9/6 Introduction to the Narrative Essay. Choosing a topic. Focusing a topic. The Writing process: brainstorming, prewriting, writing, revision, proofreading. RC: Ch. 1. BH: 16-27, 83-84 (Narr & Desc), begin skimming 145-466, focusing on your special problems. 9/7 Types of brainstorming. The thesis statement. Elements of narrative writing. Read handout: “Salvation” (can be found online at http://gibbsmagazine.com/Salvation.htm or http://www.spiritwatch.org/firelangsave.htm) BH: 34-36. Brainstorming on the computer.WEEK TWO 9/10 Thesis and brainstorming sheets due at the beginning of class. Organization and development. Dialogue. Read RC: 13-15. 9/12 Outlines due at the beginning of class. Read handout: “University Days.” The Success Center. Read RC: 152-155. BH: 2-15. Explanation of the peer editing process. BH: 46-47 (Guidelines, top of pgs), 64-65. 9/13 Editing day. Sophisticated rough draft of the Narrative Essay due at the beginning of class. 9/14 NARRATIVE ESSAY DUE AT THE BEGINNING OF CLASS. Introduction to Comparison and Contrast Essay. Special approaches: then/now, old/new, negative/positive, analogy, etc. Brainstorming in groups. BH: 85-86 (comp & con).
WEEK THREE 9/17 Thesis and brainstorming sheets due at the beginning of class. Organizing the Comparison and Contrast Essay. Read: “Grant and Lee” (can be found online at http://users.ipfw.edu/ruflethe/grantandlee.html and http://faculty.ucc.edu/english-chewning/catton.htm).9/19 Developing ideas. Significance and purpose. Read RC: 83-85. BH: continue skimming 145-466, focusing on your special problems. 9/20 Types of outlines. Parallel structure. Words that compare and contrast. Paragraphs. Read RC: 146-151. BH: 26-30, 76-83. 9/21 Outlines due at the beginning of class. Introductions and conclusions; methods, problems to avoid. BH: 31-34. Writing intros and conclusions.
WEEK FOUR 9/24 Words. Spelling. Sentences: combining, run-ons, fragments, choppiness. 9/26 Read handout: “Ali Then—-and Now.” More on intros and conclusions. BH: 38-42. 9/27 Editing day. Sophisticated rough draft of the Comparison and Contrast Essay due at the beginning of class. 9/28 COMPARISON AND CONTRAST ESSAY DUE AT THE BEGINNING OF CLASS. Introduction to the Classification Essay. Brainstorming in groups. BH: 88-89.
WEEK FIVE 10/1 Thesis and brainstorming sheets due at the beginning of class. Read: “Men to Avoid Dating” (can be found online at http://www.onlinedatingmagazine.com/articles/fivementoavoiddating.html). The organizational thesis. 10/3 Choosing categories. Parallel structures. Organizational methods. Read RC: 266. 10/4 “So what?”--Significance and purpose, revisited. BH: continue skimming 145-466-focusing on your special problems. 10/5 Outlines due at the beginning of class. “Types of Teachers”--classification exercise.
WEEK SIX 10/8 Paragraphs: length, content, structure, options. Read handout: “Who Is an Alcoholic?” BH: 91-99. 10/10 Editing day. Sophisticated rough draft of the Classification Essay due at the beginning of class. 10/11 Review of the Classification Essay. Questions. 10/12 CLASSIFICATION ESSAY DUE AT THE BEGINNING OF CLASS. Intro to Process Essay. Brainstorming in groups. BH: 81-82.
WEEK SEVEN 10/15 Thesis and brainstorming sheets due at the beginning of class. Online reading “How to Fix A Flat Tire on a Bicycle,” http://www.kenkifer.com/bikepages/skills/fixflat.htm10/17 Essential elements of the Process Essay. Read RC: 401-412. 10/18 Approaches to the Process Essay: “how to” versus “how it happens.” BH: continue skimming 135-476, focusing on yr problems. 10/19 Outlines due at the beginning of class. Structure in the Process Essay. “How to write an essay” or other process exercise.
WEEK EIGHT 10/22 Journals due. Varied, clear, and appropriate words choices. Clarity. Audience awareness. Titles. Capitalization. 10/24 Review of the Process Essay. Questions.10/25 Editing day. Sophisticated rough draft of the Process Essay due at the beginning of class. 10/26 PROCESS ESSAY DUE AT THE BEGINNING OF CLASS. Introduction to the Persuasive Essay. Brainstorming in groups. BH: 84.
WEEK NINE 10/29 Library research day (tentative). Thesis and brainstorming sheets due at the beginning of class. BH: 505-515. 10/31 The rewrite. BH: 46-65. Avoiding logical fallacies. BH: continue skimming 135-476-focusing on your special problems. Halloween Research Party.11/1 Outlines due at the beginning of class. Punctuation review. Dangling modifiers and other problem areas. 11/2 Rewriting. Library assignment #1 due. BH: 42-45.
WEEK TEN
11/5 More on the Persuasive Essay. Questions. Organization of the Persuasive Essay. Review of special problems.
11/7 Take Home Final Exam explained. Library assignment #2 due. Student conferences. BH: continue skimming 145-466, focusing on your special problems.11/8 Editing day. Sophisticated rough draft of the Persuasive Essay due at the beginning of class.
11/9 PERSUASIVE ESSAY DUE AT THE BEGINNING OF CLASS. Optional Rewrite due. Take-home Final Exam due.
WEEK ELEVEN
11/12 MEMORIAL DAY. NO CLASS.
Welcome to English 111 Handouts
Hi:
Welcome to English 111 Handouts for Dr. Kathryn Ward's Autumn 2007 English 111 classes at Clark State Community College. When electronic versions of the class handouts are available, I'll post them here for your convenience. Please note that not all handouts are available electronically, so it's very possible than some--perhaps even many--will not appear here. The best way to get the handouts is to come to class regularly. If you are unable to attend, please contact your classmates to get the handouts. You are responsible for all handouts distributed in class, even on days on which you are absent. I look forward to working with all of you this quarter!
Cordially,
Dr. Kathryn Ward
Welcome to English 111 Handouts for Dr. Kathryn Ward's Autumn 2007 English 111 classes at Clark State Community College. When electronic versions of the class handouts are available, I'll post them here for your convenience. Please note that not all handouts are available electronically, so it's very possible than some--perhaps even many--will not appear here. The best way to get the handouts is to come to class regularly. If you are unable to attend, please contact your classmates to get the handouts. You are responsible for all handouts distributed in class, even on days on which you are absent. I look forward to working with all of you this quarter!
Cordially,
Dr. Kathryn Ward
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