Students,
Please bring the photograph you will write about for your first composition to class tomorrow. We will begin to work on moving from brainstorming or freewriting to creating an outline. You will also take a grammar quiz.
You have homework to complete in Stepping Stones.
Also, make sure you get a copy of Devil In A Blue Dress, by Walter Mosley. We will start reading the book for Wednesday.
See you tomorrow.
Sunday, September 20, 2015
Wednesday, September 16, 2015
Syllabus Eng 21 Section 0905 Fall 2015
English 21
Los Angeles Southwest College
Instructor: Tommy Amano-Tompkins Fall 2015
Section 0905: Mon-Weds 9:35-11:00 am Location: TEC 380
Office Hours: Mon 11:00 am (after class)
Email: tomp99@earthlink.net
Website: http://eng21f2015.blogspot.com
Introduction: Welcome to English 21! By enrolling in this course, we have
committed to creating an environment to improve reading and writing
skills. Ask many questions in class
about writing throughout the semester.
Additionally, plan to visit your instructors during office hours, and
use the Student Success Center. If
anyone needs special accommodations to ensure success in this course, visit the
Disabled Students Programs and Services (DSPS) located in the Student Services
Building.
English 21 is an
inquiry-based writing course. We will
use writing to investigate issues that influence our lives, and in so doing,
develop habits of mind that are important not only for writers but for active
participants in our community. These
habits include: distinguishing between face and opinion, reading critically,
engaging with diverse ideas, recognizing rhetorical styles, and understanding
and applying the writing process. In
short, we will investigate not only how writing may be used to communicate
ideas but also how we can use writing and reading to create and express our own
ideas.
Course Description: English 21 introduces the student to basic
academic reading, writing, and thinking. Students develop reading comprehension
by studying shorter published essay, which then provide models of and/or
subjects for their compositions. Basic grammar is covered as an essential
component of the writing process.
The focus of the class is compositions and essays (up to 500
words), including the research paper. We will also study the rules of English
grammar
Prerequisite: Developmental Communications
21 and 23 OR ESL 6A and 6B with a grade of “C” or better OR appropriate
placement recommendation based on assessment results and other multiple
measures.
Student Learning Outcomes:
Upon
successful completion of this course, the student will be able to:
1.
Apply in writing rules for Standard English
sentences, grammar, and word usage.
2.
Write a 300-500 word 3-paragraph essay that is
unified, well-organized, coherent and adequately supported in facts, examples,
and details.
Required
Texts:
Stepping Stones: A Guided
Approach to Writing Sentences and Paragraphs by Chris Juzwiak (ISBN 0312675992)
Devil in a Blue Dress by Walter Mosley (ISBN 0743451791)
Assignments:
Composition 1 (100
words) 7%
Composition 2 (150
words) 10%
Composition 3 (200
words) 15%
Composition 4 (300
words) 20%
Reading Analysis
Presentation 1 (150-200 words) 4%
Reading Analysis
Presentation 2 (150-200 words) 4%
In-Class Essay (200
words)
5%
Final Exam (300 words) 15%
Homework 10%
Quiz 5%
Participation 5%
50
Total 100% 1000 points
Note:
To receive a passing grade in this course, you must turn in all coursework and
pass the final exam. In other words,
grades in this class are dependent on successful performance in all areas of
the class (participation, attendance, lab work, writing, and reading), not just
one area. All components must be
successfully completed to receive a passing grade.
Written
Compositions: All essays and written compositions written
outside the classroom must be typed on a computer. Please double-space your work. Writing on a
word processor improves writing skills.
Because writing is a process of prewriting, organizing, composing,
revising, and editing, traditional methods of typing or handwriting assignments
are often time-consuming and ineffective.
Certainly, they discourage revision.
Computers, on the other hand, make revision and the writing process more
manageable at every stage. There are
computer labs in several locations on campus, most noticeably in the Cox
Library (3rd floor) and in the TEC Building.
Planning
/ Discovery: When you turn in an essay, you must turn in all
prewriting, drafts, and peer reviews as well as the final draft to receive
credit on the essay.
Peer
Review: We will be peer reviewing rough drafts for all
take-home essays. In order to be
eligible to be turned in for credit with the final version of the essay, the
rough draft must be present in class on day that it is due and the author must
participate in peer review. Failure to
attend class or failure to thoroughly complete the peer review will result in
the reduction of your essay grade by 10%.
Revisions:
All take-home essays, except Essay 4, may be revised and resubmitted for
re-evaluation. Revisions must be turned
in within two weeks of the original assignment due date.
Reading
Assignments: Reading assignments should be completed prior
to the due date on the syllabus. Being
prepared for class and earning full credit for participation includes keeping
up with the reading assignments and coming to class prepared to discuss
them.
Late
Work: Students are expected to do all the assigned homework. Late
papers must be turned in within a week, and will lose one full grade (A to B,
etc.). Failure to turn in an assignment
will result in a “0” for that assignment.
Participation:
Our classroom needs to be an optimal, positive environment
for learning, so that you can focus on the course materials without
disturbance; therefore, all cell phones, hands-free and other electronic
devices must be turned off and put away before class. No texting, no phones on vibrate since this
is audible, and, of course, no answering phones. If you have an emergency that requires you to
be available by phone during class hours, please notify your instructor before
class starts, and sit near the door with your phone on a silent setting. It is never okay to disrupt the learning
environment.
Policies:
Attendance:
Attendance is mandatory. Attend each
class and be on time. To create a
learning environment, we all must attend class on time. Anyone who fails to follow the attendance
policy may be dropped from the class at the instructor’s discretion. Anyone who arrives late to class risks being
counted as absent; anyone leaving early must notify the instructor of his/her
obligation at the beginning of the period.
If there is a dispute over attendance, the attendance sheet will serve
as proof of attendance.
Excused
Absences: There are no excused absences. Attendance is mandatory. Each student is allowed only 3 absences (regardless
of the reason), the Los Angeles Community College District limit. Upon a student’s 4th absence, the
student may be dropped from the class unless there are dire extenuating
circumstances that can be documented.
Partial
Absences: Any student who arrives late or leaves early
will receive an “L” on the roster. A
student who leaves class early or goes in and out of class excessively will
receive a “P” for partial attendance for that class meeting. Two tardies or partial attendances will count
as 1 absence. No student has the right to disrupt the learning environment for
other students.
Being
Dropped from the Class: Upon the 4th absence created by
missed classes, tardiness, partial absences, or a combination, the student may
be dropped from the class.
Plagiarism: Plagiarism is the act of presenting someone
else’s words or ideas as your own (for example, checking the internet for a
little information on a subject and then using that information as if it were
something you thought of). It also consists
of cheating on quizzes or exams, or having someone else write your essays for
you. Any student who presents another’s
work as his or her own will fail this course and risk further action taken by
L.A. Southwest College and the L.A. Community College District, including
expulsion from the college.
Classroom
Conduct: College, and this classroom specifically, are
places that ask for active participation in various activities in the process
to being an informed and participating citizen.
Part of the process will include writing activities and
discussions. Sleeping, engaging in side
conversations, doing other homework, playing with your cell phone or electronic
devices, or other activities that are disruptive to the class will negatively
affect the participation component of our class, may result in you being asked
to leave (and thus being marked absent), and may warrant a referral to the Dean
for further action.
Classroom
Environment: Our
classroom needs to be an optimal, positive environment for learning, so that
you can focus on the course materials without disturbance; therefore, all cell
phones, hands-free and other electronic devices must be turned off and put away
before class. No texting, no phones on
vibrate since this is audible, and, of course, no answering phones. If you have
an emergency that requires you to be available by phone during class hours,
please notify your instructor before class starts, and sit near the door with
your phone on a silent setting. It is
never okay to disrupt the learning environment.
Tutoring:
If a student’s work is below adequate, the
student must see a tutor. Tutors are available at the Student Success Center on
the third floor of the COX Building, Mon-Thurs. 8am-8pm and Fri.-Sat. 9am-1pm.
Connecting
with an online tutor:
1.
Go to https://services.smarthinking.com
2.
Enter your username and
password. Your user name is your LACCD email address. Your password is
LASC+MMDD, where MM is the month and date of your birthday.
If
an instructor tells you to see a tutor, that means you must go see a tutor on a
regular basis.
Grievances:
Anyone who believes a college decision has adversely
affected status, rights, and/or privilege as a student should consult the
instructor for resolution, and, if needed, confer with the English Department
Chair, Darren Cifarelli as a second level of authority if no resolution is
found. Beyond that, the student can make
an appointment with the Dean Stephanie Brasley if there is still no resolution. Dean Brasley may refer the grievance to the
Dean of Student Services.
Students
with disabilities: Accommodations are provided to a student
with a verified disability and are determined by the educational limitations
the disability places on the student.
Any one in need of assistance or accommodations should contact the
instructor by the end of the first day of class. FYI- DSPS office (323) 241-548
Schedule of Topics and
Assignments (subject to change)
Date
|
Homework
& class preparation to complete before
class
Unless
otherwise noted, all assignments are from Stepping
Stones
***IMPORTANT: For
grammar activities from Stepping Stones,
turn in answers to even numbered questions only. Answers to
odd numbered questions are in the back of the book. ***
|
Quizzes,
exams, and major assignments
|
Week 3
|
||
Mon. 9/14
|
Diagnostic writing
|
|
Weds. 9/16
|
Read: TO BE ANNOUNCED
Written homework: Read “
Read “Grow Your Intelligence”
(posted at the class website) One paragraph summary + thesis (we will work on
this in class)
In-class:
Discuss purpose and audience
|
|
Week 2
|
||
Mon. 9/21
|
Stepping Stones: Read
Chapter 2: Developing a Topic, pp. 20-37
Chapter
10: The Simple Sentence, pp. 225-234
Written homework: Chapter 10 - Activities 1-4 & 7-9
***IMPORTANT: For
grammar activities from Stepping Stones,
turn in answers to even numbered questions only. Answers to
odd numbered questions are in the back of the book. ***
In-class: Writing process, Introduce Composition 1 assignment
|
|
Weds. 9/23
|
Stepping Stones: Read Chapter
7: Developing Details, pp. 139-149
Chapter 10:
The Simple Sentence, pp. 234-239
Written homework: Chapter 10 - Activities 11, 12, 14, & 15
Read Devil With A Blue Dress, Ch. 1
One
paragraph reaction to reading
|
|
Week 3
|
||
Mon. 9/28
|
Stepping Stones: Read Chapter 4: Outlining Your Paragraph,
pp. 66-72ccPatterns of Development; Description, pp. 172-3
Chapter 10: The
Simple Sentence, pp. 239-245
Written homework: Chapter 10 - Activities 17, 18, 21, & 25
Read Devil With A Blue Dress, Ch. 2-3
One paragraph reaction to reading
|
Bring photo for Composition 1
|
Weds. 9/30
|
Stepping Stones: Read Chapter 5: Composing the Paragraph,
pp. 88-112 Chapter 10: The Simple
Sentence, pp. 246-254
Written homework: Chapter 10 – Activities
27, 28, 30, 31, & 33
Read Devil With A Blue Dress, Ch. 4-5
One paragraph reaction to reading
|
Outline of Composition 1
|
Week 4
|
||
Mon. 10/5
|
Stepping Stones: Read
Chapter 6: Revising, pp. 113-122
Chapter 15: Using Verbs Correctly, pp. 381-395
Written homework: Chapter 15 - Activities
1-4
Read Devil With A Blue Dress, Ch.
6-7
One paragraph reaction to reading
|
Draft of Composition 1
(
|
Weds.10/7
|
Stepping Stones: Read Chapter 6: Revising, pp. 123-131
In
class: Read
and discuss “Caring Makes Us Human” by Troy Chapman, pp. 467-468; introduce
Composition 2 assignment
Read Devil With A Blue Dress, Ch.
8-9
One paragraph reaction to reading
|
Composition 1 due
|
Week 5
|
||
Mon. 10/12
|
Stepping Stones: Read Exemplification; Narration, pp.
176-178
Chapter 7: Developing Details, pp.
152-163
Chapter 15: Using Verbs Correctly, pp. 395-401
Written homework: Chapter
15 - Activities 6-10
Read Devil With A Blue Dress, Ch.
10-11
One paragraph reaction to reading
|
|
Weds. 10/14
|
Stepping Stones: Read Chapter 11: Compound Sentences, pp. 265-283
Written homework: Chapter 11 Activities
10, 12, 14, 16
Read Devil With A Blue Dress, Ch.
12-13
One paragraph reaction to reading
|
Outline of Composition 2 due
|
Week 6
|
||
Mon. 10/19
|
Stepping Stones: Read Chapter 11: Compound Sentences, pp. 283-301 Written homework: Chapter 11 Activities 23-24,
27-28
In class: Read and discuss “The Sanctuary of School” by Lynda Barry, (p. 445)
Read Devil With A Blue Dress, Ch.
14-15
One paragraph reaction to reading
|
|
Weds. 10/21
|
Read Devil With A Blue Dress, Ch.
16-17
One paragraph reaction to reading
|
Draft of Composition 2
|
Week 7
|
||
Mon. 10/26
|
Read Chapter
12: The Complex Sentence, pp. 302-315
Written homework: Chapter 12 Activities 1, 3, 5, 7, & 9
Read Devil in a Blue
Dress, Ch. 18-19
One paragraph reaction to the reading
|
(Reading Analysis Presentation 1 – if
you’re signed up)
|
Weds. 10/28
|
Read Devil With A Blue Dress, Ch.
20-21
One paragraph reaction to reading
In class: Introduce
Composition 3 assignment
|
Composition 2 due
|
Week 8
|
||
Mon. 11/2
|
Stepping Stones: Read Chapter 9: Moving from Paragraphs
to Essays, pp. 203-212 Chapter 12: The Complex Sentence, pp. 315-327
Written
homework: Chapter 12 Activities 10, 13, & 15
Read Devil With A Blue Dress, Ch.
22-23
One paragraph reaction to reading
|
(Reading Analysis
Presentation 1 – if you’re signed up)
|
Weds. 11/4
|
Stepping Stones: Read Chapter
9: Moving from Paragraphs to Essays, pp. 213-221 Read Chapter 16: Using Pronouns Correctly, pp. 416-426
Written
homework: Chapter 16 Activities 1, 4, 7-8
Read Devil With A Blue Dress, Ch.
24-25
One
paragraph reaction to reading
|
(Reading Analysis Presentation 1 – if you’re signed up)
|
Week 9
|
||
Mon. 11/9
|
Read Chapter 16: Using Pronouns Correctly, pp. 427-438
Written
homework: Chapter 16 Activities 10-11, 13, & 15
Read Devil With A Blue Dress, Ch.
26-27
One
paragraph reaction to reading
|
(Reading
Analysis Presentation 2 – if you’re signed up)
|
Weds. 11/13
|
Read Appendix A: Punctuation and Capitalization, pp.
487-493
Written homework: Appendix A
Activities 1 & 3
Read Devil With A Blue Dress, Ch.
28
One
paragraph reaction to reading
|
(Reading
Analysis Presentation 2 – if you’re signed up)
|
Week 10
|
||
Mon. 11/16
|
Thesis state for
composition (review thesis statement handout)
Read Devil in a Blue Dress, Ch. 29
|
(Reading
Analysis Presentation 2 – if you’re signed up)
Thesis statement for composition due (in-class)
|
Weds. 11/18
|
Stepping Stones: Read Appendix
A: Puctuation and Capitalization, pp. 494-499
Written homework: Activities 4-6
Read Devil in a Blue Dress,
Ch. 30-31
|
(Reading
Analysis Presentation 2 – if you’re signed up)
Outline for
Composition 3 due
Complete first paragraph of Composition 3 due
|
Week 11
|
||
Mon. 11/23
|
Discuss
Devil and final paper
|
|
Weds. 11/25
|
Discuss
final paper
|
|
Mon. 11/30
|
In-class: Introduce Essay 4 assignment; prepare for in-clas essay
Discuss prompt for
assignment 4
|
|
Weds. 12/2
|
||
Week
13
|
||
Monday 12/7
|
Outline of Essay 4 due
|
|
Week 14
|
||
Weds
12/9 |
||
Finals Week
|
||
Wed
12/16 |
Final Exam 8:00 am -
10:00 am period
|
Essay 4 due
|
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