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ENGLISH 1101 On-Line  SYLLABUS ENGLISH 1102 On-Line SYLLABUS

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ENGLISH 1101 Syllabus

REQUIRED TEXTS FOR ENGLISH 1101           

Hodges, John C. Brief Harbrace College Handbook, Revised 13th ed.  Fort Worth: Harcourt Brace, 1998.

and one of the following:

  • Kennedy, X.J., Dorothy M. Kennedy and Jane E. Aaron.  The Bedford Reader. 6th ed. Boston:  Bedford, 1998.

  • Stanford, Judith A., ed. Connections.  2nd ed. Mountainview:  Mayfield, 1997.

  • Bishop, Wendy.  The Subject is Writing, 2nd ed.  Portsmouth:  Boyton Cook/Heinemann, 1999.

  • Kirszner, Laurie and Stephen Mandell.  Patterns for College Writing: A Rhetorical Reader and Guide, 7th ed.  New York:  St. Martins Press, 1998.

Dictionary (recommended):  American Heritage Dictionary, Collegiate Edition

Outside readings (optional)

ENGLISH 1101 COURSE DESCRIPTION                                          

      Students in all sections of English 1101 will write essays that take into account the rhetorical situation of writer's role, intended audience, and purpose of the essay.  To develop ideas students will write expository, analytical, and argumentative essays. However, the approach and the amount of time spent on each essay/approach will vary according to the needs of the students and the instructor's judgment regarding how best to teach effective writing.

ENGLISH 1101 OBJECTIVES

The general objective of the English Composition Courses is to help students develop thoughtful, fluent, and logically sound writing for a variety of audiences and purposes.

After completing English 1101, students should be able to demonstrate the following:
  • Provide a rhetorical context for their writing by establishing the writer’s role, the audience and the purpose of the essay.

  • Write thoughtful, clear, well-organized  expository, analytical, and argumentative essays making use of information and ideas introduced through assigned reading and class discussion.

  • Read and critically respond to peer texts and their own texts.

  • Understand and follow grammatical conventions, as well as punctuation and other mechanical elements of composition.

  • Draft, revise and edit their own work.

  • Understand basic research strategies including citation, interpretation, and assimilation.

  •  Demonstrate the ability to generate clear, coherent, organized timed-writing as a preparation for the Regents’ Essay.

ENGLISH 1101 REQUIREMENTS     

To meet course requirements and objectives, students must complete the following:                 
  • Write a diagnostic essay, plus write at least six graded essays or complete a portfolio.  One of these writing assignments must be an impromptu essay (Regents'-type topic) to be completed in one hour.  All graded essays should be at least 500 words in length.

  • Understand and demonstrate the processes of writing including invention, drafting, revision and editing throughout the semester.

  • Maintain a complete folder of all original work plus revisions.

  • Have conferences with the instructor as scheduled.

  • Engage in regular exploratory or journal writing that need not be graded.

  • Make a grade of C or better for the semester to exit the course.

*  Students may also have to meet additional requirements established by individual instructors, including attendance and tardy policies, participation, homework, and work in the Learning Resources Center.

LEARNING RESOURCES CENTER 1101/1102

The Learning Resources Center (LRC) provides opportunities for individualized assistance to all Southern Polytechnic students.  Academic assistants help students through the processes of invention, organization, writing, revising, and editing of essays and research papers.  The LRC also offers Regents' Test preparation instruction.  The LRC maintains student academic enrichment as its primary mission, and students should expect to work to improve their grammar and mechanics. Students should not expect an editorial or proofreading service.

The LRC encourages both student drop-ins and faculty referrals

Room J- 253 -- Phone: 678-915-7361

PLAGIARISM 1101/1102

Plagiarism is the intentional or unintentional representation of another person's ideas or writing as one's own, including any materials taken off the Internet. Students should consult the Catalog under Academic Regulations for a fuller explanation of this violation of Academic Honesty (53, 66). The penalty for plagiarism may be failure of the course or dismissal from the university.

 

FINAL EXAMINATION 1101/1102                                                      

 

The final examination will be an impromptu essay to be written in two hours and given

during exam week (see Registration Bulletin for scheduled times and dates).        

 

Note: Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the counselor working with disabilities at 678-915-7226 as soon as possible to better insure that such accommodations are implemented in a timely fashion.
ENGLISH 1102 Syllabus

REQUIRED TEXTS FOR ENGLISH 1102 

Hodges, John C. Brief Harbrace College Handbook, Revised 13th ed.  Fort Worth:
Harcourt Brace, 1998.  

and one of the following:

  • Hawkins, Rose, and Robert Isaacson.  Uncommon Knowledge.  Boston: Houghton, 1996.

  • McMahan, Elizabeth, and Susan Day.  Literature and the Writing Process.  5th ed. Upper Saddle NJ:  Prentice Hall, 1999.

  • Ford, Marjorie and Jon Ford.  Imagining Worlds.  New York: McGraw-Hill, 1995.

Dictionary (recommended):  American Heritage Dictionary, Collegiate Edition

Outside readings (optional)


ENGLISH 1102 COURSE DESCRIPTION

Though it is a continuation of English 1101, ENGL 1102 emphasizes writing about and responding to a variety of readings.  English 1102 is a reading-based composition course that develops writing skills beyond the level of proficiency required by ENGL 1101.  The course also incorporates more advanced research skills than those used in ENGL 1101 and requires one or more research projects.

ENGLISH 1102 OBJECTIVES 

In 1102, students begin with the ability to demonstrate the skills developed in 1101. The general objective of the English Composition Courses is to help students develop thoughtful, fluent, and logically sound writing for a variety of audiences and purposes.  Students will also engage in the processes of research through understanding the strategies of interpretation, analysis, synthesis, evaluation, and judgment.

After completing English 1102, students should be able to demonstrate the following:
  • Provide a rhetorical context for writing by establishing the writer’s role, the audience, and the purpose of the essay.

  •  Write thoughtful, clear, well-organized essays (including a research essay) making use of information and ideas introduced through assigned readings and class discussion.

  • Read and respond to various texts from multiple genres for purposes of interpretation, analysis, synthesis, evaluation, and judgment.

  • Read and critically respond to peer texts and their own texts.

  • Understand and follow grammatical conventions, as well as punctuation and other mechanical elements of composition.

  • Draft, revise and edit their own work.

  • Understand more advanced research strategies that include the location, incorporation, and documentation of sources outside the classroom (library, Internet, interviews, etc.).

  • Demonstrate the ability to generate clear, coherent, organized timed-writing as a preparation for the Regents’ Essay.

ENGLISH 1102 REQUIREMENTS                                                      

To meet course requirements and objectives, students must:

  • Complete at least three essays or a portfolio that demonstrates the use of the
    critical reading strategies that include interpretation, analysis, synthesis,
    evaluation, and judgment.  The length of these three essays will be at least
    500-750 words.

  • Understand and demonstrate the processes of writing including invention,
    drafting, revision and editing throughout the semester.

  • Complete a documented research-based paper that includes the strategies of interpretation, analysis, synthesis, and evaluation. This process should involve
    students in all the processes of research including invention, source location,
    and documentation as well as the higher order critical thinking skills. In
    addition to the three essays, students must produce research-based paper(s)
    that total a minimum of 1,500 words.

  • Maintain a complete folder of all original work plus revisions.

  • Have conferences with the instructor as scheduled.

  • Engage in regular exploratory or journal writing that need not be graded. 

*  Students may also have to meet additional requirements established by individual instructors, including attendance and tardy policies, participation, homework, and work in the Learning Resources Center.

 

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