Sociology - Part 3
Mt - Sociology introduction. San Jacinto College, Menifee Spring, 2013 English 98: English Fundamentals, Sec. 3816 T Th 8:00-9:50 AM, Room 505 Lecturer: David Schwankle E-mail: [email protected] edu Course Overview English 98 is an introduction to college writing that will develop your competence in rhetoric: how to write well and persuasively in specific ways for specific purposes. As part of the process, we will review relevant bits of English grammar in order to improve our editing skills; we will read a variety of essays that we will respond to in writing; and we will practice the art of argumentation, an art that no college writer can afford to ignore.
Because it is useful to research information relevant to our topics of argument, and because much of our writing will in some measure respond to what we read during the term, we will also practice proper citation and documentation of those sources according to MLA style guidelines. Course Description This course provides practice in English composition with emphasis on the multi- paragraph essay, with a review of mechanics and paragraphing. The course also introduces students to using library resources. Successful completion will prepare students for English 101. Course Learning Outcomes
More Essay Examples on Sociology Rubric
By successfully completing English 98, you should be able to: • Use critical thinking skills in creating compositions. These essays (cumulatively) will total at least 3,000 words/12 typed pages. • Demonstrate the impact of audience on a composition. • Use the appropriate rhetorical mode(s) for a given writing situation. • Organize short essays in a clear, unified, and coherent manner. • Create effective thesis statements. • Create topic sentences that clearly support thesis statements. • Read critically and respond constructively to written texts. • Demonstrate competence in standard American English: grammar, usage, and spelling.
• Explore library and alternative research methods. • Evaluate library and internet sources. • Interact effectively with a community of writers, reading critically and responding constructively to compositions and group activities. Required Texts and Materials Subject and Strategy: A Writer’s Reader. 12th Ed. Course Grading Essay #1 (Narrative, 2-3 pp. ) 50 pts. Essay #2 (Example, 2-3 pp. ) 75 pts. Essay #3 (Process Analysis, 2-3 pp. )100 pts. Essay #4 (Definition, 2 pp. )120 pts. Essay #5 (Researched Argument 3-5 pp. )125 pts. 5 Critical Essays (1-2 pp. ) 200 pts. Reading Responses, Other In-Class Exercises130 pts.
Workshop Attendance and Participation 100 pts. Final Essay100 pts. 1000 pts. 900-1000 Points =A 800-899 Points = B 700-799 Points = C 600-699 Points =D < 600 Points = F Grading Criteria for Written Work All of your essays will be graded on a point scale that corresponds to the letter grade scale of A-F. For example, an “A” essay will be awarded points in the range of 90-100 % of the total possible points for a particular assignment; a “B” essay will be awarded points in the range of 80-89 % of the total possible points; a “C” essay awarded 70-79 %, etc.
You will receive a handout that very generally describes the characteristics of differently graded essays. Blackboard I will be posting the grades of your assignments on Blackboard. I strongly suggest you keep abreast of your progress by checking Blackboard’s “Grade Center” from time to time. You should also safely and neatly file all your returned assignments to understand how your writing needs to improve over the term and to double-check the accuracy of my record-keeping. Reading Assignments Readings are to be completed for the sessions in which they appear on the schedule—that is, read the scheduled assignments before coming to class.
In class, we will analyze/discuss the example essays of the chapter, looking at each of them as potential target texts for our critical essays. Also, in addition to implementing the general advice on writing provided by our reader, you should come to class prepared and eager to discuss the target texts. Your reactions to these essays from Subject and Strategy are important. Indifference to the opinions of others and their expression is not an option in English 98–you will write about what you have read; you will express your opinions of and reactions to the selections in the reader in class discussions and in the composition of five (5) .
. . Critical Essays In addition to the longer papers, you are required to submit five brief (1-page minimum, 2-page maximum, not including documentation) essays that respond directly to our reading assignments, developing either my choice of a topic found at the end of each target text from Subject and Strategy, or a topic of my own invention suggested by the reading. With the discussion of each reading assignment, we will practice developing theses from the topic questions and look at how we can develop them into 1-2 page critical essays. 2-3 Page Essay Assignments
The longer essays will be on more general topics; we will consider these topics as we begin our reading in each section. Reading Responses and Other In-Class Work Reading responses are timed written responses to some question about the assigned reading. We will also be doing exercises, individually and in groups, to practice citation and documentation, sentence revision, and editing. Essay Workshops These sessions are devoted to peer critique and individual student/instructor consultations discussing your work-in-progress, to specify areas of working drafts in need of revision.
You must come prepared for these meetings with three copies of a word-processed, double-spaced working draft of the longer essays, at minimum a second draft. Late Essay Assignments Late final drafts will be penalized ten points for every meeting they are late. For example, an essay assigned a grade of 50 points will be lowered to 40 points if submitted one meeting late, 30 points if submitted two meetings late, and so forth. Missing Assignments/Class Activities Missed workshop sessions, reading responses, and other in-class work cannot be “made up. ” Documentation Style for All Essays
When writing the 1-2 page critical essays in response to the reading, it will be necessary to cite (quote directly, summarize, or paraphrase) relevant material from Subject and Strategy, integrating this information logically and meaningfully into your writing. You will follow the guidelines found in the reader, using MLA style to cite the reader and document the citations in a page of works cited. For any of the longer essays, especially the formal argument, you may find it useful to include information as examples or evidence from sources outside our class text.
Any such information must, like the citations of Subject and Strategy, conform to MLA citation/documentation style. Final Draft Format All final drafts of the longer essays and all final drafts of the critical essays must be typewritten, without a cover page or formal outline, according to MLA manuscript format (see pp. 673-78 in Subject and Strategy for an example). Proper format is important. Scholars agree to conform to certain manuscript and documentation styles that have become conventional in various disciplines.
While good writing does not conform to any standardized set of “rules,” the way one presents one’s writing to an academic audience adheres to conventions within various academic disciplines. Since this is an English course, we use the format and documentation styles adopted by English scholars—those of the MLA (Modern Language Association). Review of Grammar, Usage, and Punctuation As you complete your writing assignments, we will review and practice those points of grammar, usage, and punctuation that emerge as general problem areas for the class.
Keep in mind that your handbook (chapter 16 in Subject and Strategy) is the reference guide to grammar and punctuation. In-Class Formal Essay Writing In addition to our in-class reading responses, toward the end of the term we will concentrate on developing some skill in writing one-shot essays within a timed situation—a useful college skill, especially in the humanities. The Final Exam will evaluate how well you can write a critical essay in such a situation. Writing Center/Learning Resources Center Academic Support is available for all students through the services provided at our Learning Resources Center.
The Writing Center, located on the first floor of the LRC, is staffed with writing experts who are eager and able to help you at every stage of the writing process. Please use, at your convenience, this excellent resource for revision and editing advice. Final Exam The final will be a critical essay on a selection from Subject and Strategy, written in class during the final exam session. Plagiarism Unintentional plagiarism resulting from faulty use of sources (improper documentation or attribution of source material) will result in lower scores on assignments early in the term.
After it is presumed we are familiar with proper attribution of sources, careless plagiarism will result in a grade of a point scale equivalent of an F on any individual essay. Deliberate plagiarism of an essay assignment will result in a 0 for the plagiarized work and possible administrative action (See the college catalog for the policy on cheating). Attendance, Common Courtesy, and “Open Door” Policy This course is designed to be both a writing workshop and a seminar discussion of reading assignments relevant to our writing tasks.
Intermittent attendance defeats this purpose. If you must be absent, please let me know in advance by e-mail. Furthermore, I will drop from the roster those students who have missed—and, therefore, failed to participate in—scheduled class meetings totaling three weeks and who have not participated as stated in the syllabus and/or completed required course assignments within a three week period. Also, the college requires me to formally announce here that you are expected to comport yourselves in class like polite, intelligent adults.
This is frequently demonstrable by turning off any personal electronic devices other than laptops and excusing yourself to the group if you need to leave in the middle of a lesson or activity. On a more compassionate note, I encourage you to e-mail with questions about the course, your standing in it, your writing assignments, or anything else that may be on your mind. Disability Statement “Mt. San Jacinto College abides by the American with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 that prohibits federal and state agencies or programs from discriminating against qualified individuals with disabilities.
Students in this course who have a documented disability, that limits a major life activity which may have some impact on your work in this class and for which you may require accommodations should meet with a counselor in Disabled Student Services and Program (DSP&S) as soon as possible. ” Course Schedule Note: All page numbers are from Subject and Strategy. Reading assignments are to be completed for the days scheduled. Planned class activities are indicated in boldface. Week One Tues. 1/22Introduction to the Course; The “5-Paragraph” Essay Model and Its Limitations; “Thesis and Support: Generalities Are Not Enough!
” A Look at Revision and the Writing Process; Revision Exercise Thurs. 1/24Read pp. 1-15 (“Reading”) Week Two Tues. 1/29Read pp. 637-41 (“Learning to Summarize, Paraphrase, and Quote from Your Sources”); Read pp. 90-94 (“From An American Childhood”) Citation Exercise Thurs. 1/31How to Compose the Critical Essay: Read pp. 23-24 (“Formulating a Thesis”); RE-Read Question 1 on p. 94 in “Questions on Subject. ” Week Three Tues. 2/5Critical Essay #1 Due; Read pp. 73-83 (“Narration”); Read pp. 85-87 (“Coming to an Awareness of Language”) Thurs. 2/7Read pp. 108-114 (“Vernon Can Read!
”) Week Four Tues. 2/12Narrative Essay Workshop Part 1 Thurs. 2/14Narrative Essay Workshop, Part 2 Week Five Tues. 2/19Narrative Essay Due; Read: “Illustration,” pp. 166-181; Read pp. 182-85 (“Be Specific” and following editorial questions) Thurs. 2/21 Read pp. 192-199 (“How to Give Orders Like a Man”); Discussion of Illustration Essay Topics and Their Development; Critical Essay #2 Due Week Six Tues. 2/26Illustration Essay Workshop, Part 1 Thurs. 2/28Illustration Essay Workshop, Part 2 Week Seven Tues. 3/5Illustration Essay Due; Read pp . 222-35 (“Process Analysis”); pp.
256-60 (“Eating Industrial Meat”) Thurs. 3/7Read pp. 270-73 (“Campus Racism 101”) Week Eight Tues. 3/12Read pp. 263-67 (“Young Love”) Thurs. 3/14Discussion of Essay Topics and Their Development; Critical Essay #3 Due Week Nine Tues. 3/19Process Analysis Essay Workshop, Part 1 Thurs. 3/21Process Analysis Essay Workshop, Part 2 Break Week Tues. 3/25SPRING BREAK Thurs. 3/27SPRING BREAK Week Ten Tues. 4/2Process Analysis Essay Due; Read pp. 392-409 (“Definition”) Thurs. 4/4Read pp. 410-13 (“What Is Poverty? ”) Week Eleven Tues. 4/9 Read pp. 416-19 (“Steal This MP3 File: What Is Theft?
”) Thurs. 4/11 Discussion of Definition Essay Topics and Their Development; Critical Essay #4 Due Week Twelve Tues. 4/17Definition Essay Workshop, Part 1 Thurs. 4/19Definition Essay Workshop, Part 2 Week Thirteen Tues. 4/16Extended Definitions Due; Read pp. 492-98 (“Argumentation”) pp. 384-86 (“The Ways of Meeting Oppression”) Thurs. 4/18Read pp. 531-38 (“In Defense of Dangerous Ideas”) Week Fourteen Tues. 4/23Read pp. 541-44 (“This Land Is Their Land: How the Rich Confiscate Natural Beauty from the Public”) Thurs. 4/25Read pp. 602-604 (“On Dumpster Diving”) Week Fifteen
Tues. 4/30Review of MLA Style Citation/ Documentation; Evaluating and Citing/Documenting Online Sources; Citation Exercise Thurs. 5/2Citation Exercise, Continued; Critical Essay #5 Due Week Sixteen Tues. 5/7Argument Essay Workshop, Part 1 Thurs. 5/9Argument Essay Workshop, Part 2 Week Seventeen Tues. 5/14Arguments Due; How to Write Well in a Timed Situation; Target Text Reading TBA Thurs. 5/16 In-Class Essay Practice, Continued; Target Text Reading TBA* Week Eighteen Tues. 5/21 Discussion of Target Text for Final Essay Finals Week Meeting Day and Time TBA * To Be Announced