Lincoln
Written
Dr. Sylvia Schoemaker Phone: 510.628.8036
Semester: Fall 2005
Units: 3 Contact hours: 40
Course Days: T-Th; Time: 9:30 – 10:45; Location: Room 302
Course Blogsite: writcommca.blogspot.com
Course Website: writCommunication.tripod.com;
Office: Room 305
Office Hours: T-T, 9:9:30, 12:15-1, and by arrangement
Email: drsylviasf@gmail.com
Objectives
You will develop your writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. You will learn editing, documentation skills, use of online and other resources.University learner goals 1 -6, and specifically in English:: To develop basic academic and professional skills (1); To develop the ability to communicate effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4
Description:
English 82A covers the aspects of composing well-organized written communications. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various rhetorical contexts.Catalog Description: ENG 82A & 82B - WRITTEN COMMUNICATION I & II
ENG 82A & 82B - WRITTEN COMMUNICATION I & II
First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units)
Course Materials:
Required Texts:
VanderMey et al. The College Writer. Boston: Houghton Mifflin Company, 2004.
Recommended Texts:
Clouse, Barbara Fine. A Troubleshooting Guide for Writers: Strategies & Process.4th Ed. Boston: Mc-Graw-Hill, 2005.
Adams, Katherine H. and Michael L. Keene, Research and Writing across the Disciples 2nd Ed. Mountain View, CA: Mayfield Publishing Company, 2000.
Dictionary, thesaurus
Format
A cooperative learning model will be employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.
Student Responsibilities:
Students are expected to attend class, to complete assignments, to participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.
Evaluation
Essays, assignments, exercises, class participation, notebooks, midterm and final presentations, extra credit work/journals will be averaged in determining the final grade in the following proportions:
· Assignments are to be submitted in a timely manner. Late work will receive reduced points and must be accompanied with a written explanation for its tardiness.
· Plagiarized work will receive 0 points, and if persistent will result in course failure.
· All assignments must be typed, include in the top right hand corner your name, course, date submitted, assignment name and revision number.
· Attendance is mandatory. Missed classes will constitute 0 points for the day’s class participation points. Excused absences are limited to serious medical or other problems, and are to be explained in writing either before or immediately after the absence. Persistent unexcused absences will result in course failure.
Assignments:
Overall Schedule:
Units, 2 to 3 weeks each (see calendar table ), Midterm notebooks, week 8, including essays for each unit, notes, reference data, in-class materials and assignments.
Essays: 50 percent)
Homework/in-class writing: 30 percent
Participation: 20 percent
| Week | | Topic | Assignments due | Rhetoric | Reader | Handbook |
| | ||||||
| 1 | | Introduction | | 1, Critical Thinking and | 9, Personal Narrative | 35, Marking Punctuation |
| | Unit I Assignment: | |||||
| 9/1/2005 | Narrative and Descriptive Writing | |||||
| 2 | 9/6/2005 | | | 2, Getting Started | 10, Personal Reflection | 36, Checking Mechanics |
| 3 | 9/13/2005 | Writing Process | Unit I Paper | 3, Planning | 11, Personal Description | Multilingual and ESL Guidelines |
| 4 | 9/20/2005 | Writing and Rewriting | 4, Drafting | | | |
| 5 | | Narrative and Descriptive Writing | | 5, Revising | 6, Editing and Proofreading | Parts of Speech |
| 9/27/2005 | ||||||
| 6 | | Analytical Writing | Unit II Paper | 7, Submitting | 12, Cause and Effect | Parts of Speech |
| | ||||||
| | ||||||
| 10/4/2005 | ||||||
| 7 | | Comparison and contrast | | 8, One Writer’s Process. | 13, Comparison and Contrast | Sentence Basics |
| 10/11/2005 | ||||||
| 8 | 10/18/2005 | Classification | | | 14, Classification | Sentence Problems |
| 9 | 10/25/2005 | Process | Portofolio I Due | | 15, Process Writing | |
| 10 | | Definition | | | 16, Definition | Numbers, Word Parts, and Idioms |
| 11/1/2005 | Vocabulary and writing | Using the Right Word | ||||
| 11 | | Persuasive Writing | Unit III Paper Due | | 17, Strategies for Arggumentation and Persuasion | Understanding Grammar |
| | Rhetoric of Persuasion | |||||
| 11/8/2005 | | |||||
| 12 | 11/15/2005 | Defining a point of view | | | 19, Persuading Readers to Act | 39, Constructing sentences |
| 13 | 11/22/2005 | Responding to an argument | | | 20, Arguing Against a Claim | 40, Avoiding Sentence Eerrors |
| 14 | 11/29/2005 | Problem-solution format | Portfolio II | | 21, Proposing a Solution | |
| 15 | 12/6/2005 | Review | | | | |
| 16 | 12/13/2005 | Final Exam Week | | | | |
