Suzie Q. Student
Professor Teach
English 1010-001 Susie Q. Student
27 November 2008
Title of My Paper
This is my paper. I am going to receive an A on this paper because I formatted it correctly in MLA style. Also, since I listened to my instructor and followed directions, my essay complies with the guidelines on my assignment sheet.
My paper will receive a good grade because I closely followed the MLA guidelines I found in the Harbrace Handbook, just as my instructor told me to do. My margins are set at one inch, my lines are double spaced, and my font is Times New Roman 12. I also have a header with my last name and the page number.
Since I used other sources, I have documented the quotes and paraphrases correctly. I have avoided plagiarism by including in-text citations where I quoted or paraphrased information. My complete source entries are listed in the Works Cited page.
Thursday, January 29, 2009
MLA Style Essays on Microsoft Word 2007
Margins
1 inch on all sides.
Word 2003 → File→ Page Setup → Margins → Top, Bottom, Left, & Right equals 1.00
Word 2007 → Already defaulted to 1 inch
Font
Most instructors prefer a font like Times New Roman in 12 point. Word 2003 is defaulted to that font, but Word 2007 is not.
Word 2003→defaulted to Times New Roman 12
Word 2007→home tab → font section → choose Times New Roman from the font menu → choose 12 from the font point menu
Line Spacing
MLA style papers should be double-spaced.
Word 2003 → Format → Paragraph → Indents and Spacing: Spacing: Line Spacing: Double
Or click the line spacing button on the tool bar and click 2.0
Word 2007 → Home Tab → Paragraph Section → Line spacing button → 2.0
Header
The header consists of your last name and the page number. It is important to use the insert page number function in order to number your pages properly. Example: Smith 1
Word 2003 →View →Header and Footer →Use the right align button on the toolbar → type last name and one space → from the header and footer tool bar click the insert page number button
Word 2007 → Insert Tab → Insert Page # → Top of Page → Plain 3 → Type last name and space before number
Highlight your last name and the page number → change the font to match the body of the paper
*Double click in the document portion of the page to start typing your paper.*
Heading
Your name
Instructor’s Name
Course Number
Date in the form of: Day Month Year (example: 8 September 2008)
Hanging Indent
The documents listed in the Works Cited Page need to be in a hanging indent format.
Word 2003 & 2007 → Select the citation entry → on the ruler move the bottom slide to ½ inch
Other Resources
Harbrace Handbook
http://www.bedfordstmartins.com/online/cite5.html
http://webster.commnet.edu/mla/index.shtml
http://owl.english.purdue.edu/owl/resource/557/01/
search Word MLA templates
Research Paper in MLA format
Works Cited List in MLA format
Citations
Author Last Name, First Name. Title of Book. City of Publication: Name of Publisher, Year of Publication.
Author Last Name, First Name. “Article Title.” Name of Journal. Volume Number. Issue Number (Date): Page Numbers.
Author Last Name, First Name. “Title of Article.” Title of Book. Title of Internet Site. Organization. Year of Publication. Date of Access..
If the journal article exists in print as well, you need to provide the print information before the website information.
Author Last Name, First Name. “Article Title.” Journal Title. Volume. Issue (date): Page Numbers. Online Database. Publisher. Cleveland State Community College Library. Date of Access.
1 inch on all sides.
Word 2003 → File→ Page Setup → Margins → Top, Bottom, Left, & Right equals 1.00
Word 2007 → Already defaulted to 1 inch
Font
Most instructors prefer a font like Times New Roman in 12 point. Word 2003 is defaulted to that font, but Word 2007 is not.
Word 2003→defaulted to Times New Roman 12
Word 2007→home tab → font section → choose Times New Roman from the font menu → choose 12 from the font point menu
Line Spacing
MLA style papers should be double-spaced.
Word 2003 → Format → Paragraph → Indents and Spacing: Spacing: Line Spacing: Double
Or click the line spacing button on the tool bar and click 2.0
Word 2007 → Home Tab → Paragraph Section → Line spacing button → 2.0
Header
The header consists of your last name and the page number. It is important to use the insert page number function in order to number your pages properly. Example: Smith 1
Word 2003 →View →Header and Footer →Use the right align button on the toolbar → type last name and one space → from the header and footer tool bar click the insert page number button
Word 2007 → Insert Tab → Insert Page # → Top of Page → Plain 3 → Type last name and space before number
Highlight your last name and the page number → change the font to match the body of the paper
*Double click in the document portion of the page to start typing your paper.*
Heading
Your name
Instructor’s Name
Course Number
Date in the form of: Day Month Year (example: 8 September 2008)
Hanging Indent
The documents listed in the Works Cited Page need to be in a hanging indent format.
Word 2003 & 2007 → Select the citation entry → on the ruler move the bottom slide to ½ inch
Other Resources
Harbrace Handbook
http://www.bedfordstmartins.com/online/cite5.html
http://webster.commnet.edu/mla/index.shtml
http://owl.english.purdue.edu/owl/resource/557/01/
search Word MLA templates
Research Paper in MLA format
Works Cited List in MLA format
Citations
Author Last Name, First Name. Title of Book. City of Publication: Name of Publisher, Year of Publication.
Author Last Name, First Name. “Article Title.” Name of Journal. Volume Number. Issue Number (Date): Page Numbers.
Author Last Name, First Name. “Title of Article.” Title of Book. Title of Internet Site. Organization. Year of Publication. Date of Access.
If the journal article exists in print as well, you need to provide the print information before the website information.
Author Last Name, First Name. “Article Title.” Journal Title. Volume. Issue (date): Page Numbers. Online Database. Publisher. Cleveland State Community College Library. Date of Access
Wednesday, January 28, 2009
Narrative Essay 1010
The Narrative Essay
English 1010
Hasting
Narration is the telling of a story. Your essay will most likely tell a story about what once really happened to you or to people you know. The essence of a narrative essay is a point and a story to back it up. Tell your own story in your own way.
The story must have a thesis, but the story itself is what gives life to the paper.
(Remember the thesis is the last sentence in your introduction paragraph.)
Write a story, not a sermon. Avoid preaching, lecturing, or moralizing, especially in your conclusion.
A good story needs a conflict.
Conflicts can occur between people, between people and their environments, and between a person and himself.
A good story needs a lot of details, specific ones that give the reader a rich picture of what is taking place.
A good story is real. No one is totally good or totally evil. Life is much more complex than that, and we all know it!
Check your handout that covered the College Essay.
*Use MLA style heading and page numbers
*500 words, typed, and double-spaced using size 12 font
*Introduction must be at least 6-10 sentences
*A thesis must be in the last sentence of the introduction paragraph
*Each body paragraph (3 is the minimum number) must begin with a topic sentence. Each topic sentence must directly support the thesis. And each topic sentence must be supported by all of the rest of the sentences in the paragraph.
*Your conclusion should restate the thesis using different words. Use your conclusion to remind your reader of the main points you made in the body of your essay.
Type on one side of your paper only.
No cover sheet.
Staple
No contractions, no use of the personal pronoun “you”
Your essay must contain a title.
English 1010
Hasting
Narration is the telling of a story. Your essay will most likely tell a story about what once really happened to you or to people you know. The essence of a narrative essay is a point and a story to back it up. Tell your own story in your own way.
The story must have a thesis, but the story itself is what gives life to the paper.
(Remember the thesis is the last sentence in your introduction paragraph.)
Write a story, not a sermon. Avoid preaching, lecturing, or moralizing, especially in your conclusion.
A good story needs a conflict.
Conflicts can occur between people, between people and their environments, and between a person and himself.
A good story needs a lot of details, specific ones that give the reader a rich picture of what is taking place.
A good story is real. No one is totally good or totally evil. Life is much more complex than that, and we all know it!
Check your handout that covered the College Essay.
*Use MLA style heading and page numbers
*500 words, typed, and double-spaced using size 12 font
*Introduction must be at least 6-10 sentences
*A thesis must be in the last sentence of the introduction paragraph
*Each body paragraph (3 is the minimum number) must begin with a topic sentence. Each topic sentence must directly support the thesis. And each topic sentence must be supported by all of the rest of the sentences in the paragraph.
*Your conclusion should restate the thesis using different words. Use your conclusion to remind your reader of the main points you made in the body of your essay.
Type on one side of your paper only.
No cover sheet.
Staple
No contractions, no use of the personal pronoun “you”
Your essay must contain a title.
Narrative Essay DSPW 0800
Writing a Narrative
DSPW 0800
Hasting
When you write a narrative essay, you are writing a story. Your story may be personal, historical, or even fictional (made up). Stories are almost always told in chronological order. There is a beginning, a middle, and an end. Narratives need a thesis as the last sentence of the introductory paragraph. The three body paragraphs should begin with a topic sentence (which introduces the topic of that paragraph). The conclusion of your narrative should summarize the main points of your story and/or restate your thesis using different words.
See page 175 in Writing First for examples of transitional words and phrases that will help your readers follow your story. For example: After, finally, now, meanwhile. These transitional words indicate that time is passing, so they are useful for keeping your narrative organized.
Read the narrative “Reflections” on pages 175-76 if you would like to see an example.
Handwrite or type a one-page narrative essay on the topic “your idea of a perfect day.” Follow the rules of writing found in the handout Requirements of the College Essay. The narrative is due on Tuesday, February 3. This essay is only a homework grade.
DSPW 0800
Hasting
When you write a narrative essay, you are writing a story. Your story may be personal, historical, or even fictional (made up). Stories are almost always told in chronological order. There is a beginning, a middle, and an end. Narratives need a thesis as the last sentence of the introductory paragraph. The three body paragraphs should begin with a topic sentence (which introduces the topic of that paragraph). The conclusion of your narrative should summarize the main points of your story and/or restate your thesis using different words.
See page 175 in Writing First for examples of transitional words and phrases that will help your readers follow your story. For example: After, finally, now, meanwhile. These transitional words indicate that time is passing, so they are useful for keeping your narrative organized.
Read the narrative “Reflections” on pages 175-76 if you would like to see an example.
Handwrite or type a one-page narrative essay on the topic “your idea of a perfect day.” Follow the rules of writing found in the handout Requirements of the College Essay. The narrative is due on Tuesday, February 3. This essay is only a homework grade.
Wednesday, January 21, 2009
Using the Internet for Academic Research
Using the Internet for Academic Research
Hasting
You are likely to find some of the latest information on a topic on the internet simply because publishing on the web is so simple. Anyone can do it, and herein lies the problem. Sources appropriate for use in academic research are few and far between. Some of the best sources are college and university websites. Their internet addresses end in .edu. Another reliable source is the U.S. government whose websites all end in .gov. All others must be evaluated by you the researcher. That puts the responsibility for their accuracy and honesty on you.
Some ways to be a responsible researcher:
*How recently has the site been updated? If it’s been a long time, you can bet the information is not current and the publisher may be gone.
*Web sites are rarely refereed or reviewed, as are scholarly books and journals, so you will need to determine the website’s point of view and ferret out evidence of bias. It is not unheard of for a student to discover a site about literature that is being run by skinheads who believe in censorship of the very literature they are discussing. As a researcher, it is your responsibility to look at the website closely for indications that it is not what it seems.
*The lack of an author is a common problem on the internet. You must find out who the sponsor or producer of the site is. Is there a way to contact anyone associated with the site? Is the site address just someone’s name? An unidentified author is a bad sign because it means whoever he or she is they do not want to be identified with their site and neither do you!
*Who is the website’s audience? If it is academic, the site will be well organized, easy to navigate, contain working links to other reputable sites and be comprehensive in its coverage of a subject. These are all signs that this is a site that is an important project for someone in the academic community and that they take pride and responsibility in making it available to further the research of others.
*Googling a topic is a wonderful way to start your internet search, but it is only the beginning. Google and other search engines are going to give you massive numbers of sources, many will not be on point, some will be nothing more than someone else’s memo’s on the subject; in other words, most will be totally useless to your research.
*If, after going through a lengthy process, a site makes the grade, you can be sure that it will work to support the argument you are making in your research, rather than making you look foolish.
Hasting
You are likely to find some of the latest information on a topic on the internet simply because publishing on the web is so simple. Anyone can do it, and herein lies the problem. Sources appropriate for use in academic research are few and far between. Some of the best sources are college and university websites. Their internet addresses end in .edu. Another reliable source is the U.S. government whose websites all end in .gov. All others must be evaluated by you the researcher. That puts the responsibility for their accuracy and honesty on you.
Some ways to be a responsible researcher:
*How recently has the site been updated? If it’s been a long time, you can bet the information is not current and the publisher may be gone.
*Web sites are rarely refereed or reviewed, as are scholarly books and journals, so you will need to determine the website’s point of view and ferret out evidence of bias. It is not unheard of for a student to discover a site about literature that is being run by skinheads who believe in censorship of the very literature they are discussing. As a researcher, it is your responsibility to look at the website closely for indications that it is not what it seems.
*The lack of an author is a common problem on the internet. You must find out who the sponsor or producer of the site is. Is there a way to contact anyone associated with the site? Is the site address just someone’s name? An unidentified author is a bad sign because it means whoever he or she is they do not want to be identified with their site and neither do you!
*Who is the website’s audience? If it is academic, the site will be well organized, easy to navigate, contain working links to other reputable sites and be comprehensive in its coverage of a subject. These are all signs that this is a site that is an important project for someone in the academic community and that they take pride and responsibility in making it available to further the research of others.
*Googling a topic is a wonderful way to start your internet search, but it is only the beginning. Google and other search engines are going to give you massive numbers of sources, many will not be on point, some will be nothing more than someone else’s memo’s on the subject; in other words, most will be totally useless to your research.
*If, after going through a lengthy process, a site makes the grade, you can be sure that it will work to support the argument you are making in your research, rather than making you look foolish.
Examples of Thesis Statements for use in Literary Essays - 1020
Examples of Thesis Statements for use in Literary Essays
English 1020
Hasting
From the opening paragraph, John Steinbeck sets a tone of leaden resolve and introduces the protagonist amid a garden rich with sexual symbolism. (theme and mood)
It is Gilman’s intention to show that her main character’s spiral into insanity is, in fact, her willful defiance of that which would vanquish her true nature. (character and mood)
“The Story of an Hour” contains a rich mixture of situational and dramatic irony, which grow out of error, misunderstanding, incorrect expectations, and a certain degree of pride. (tone)
In A Streetcar Named Desire, Tennessee Williams demonstrates how real desires can lead, like the streetcar itself, to a place we should never be and towards cruelties of character and circumstance.
In Doctor Faustus, Marlowe demonstrates that when a mortal tries to surpass his human limitations in hopes of attaining ultimate power for himself, he will be defeated. (theme)
Through her clever use of fiction, Woolf shrewdly removes herself from the position of authority, enhances audience identification with her narrator, and invites women to join her search for “the true nature of women and the true nature of fiction.”
In Jane Eyre, Charlotte Bronte illustrates that in order to overcome adverse conditions, one must possess a burning desire to succeed, the courage to defy societal norms and the endurance and ability to defend one’s convictions.
Auden uses the events in his ode to Spain to try to make sense of how and why a country as great and wonderful as Spain could tear itself apart in the name of diverse ideology.
The “Seafarer” poet uses the imagery in this poem to compare the perilous life of “landlubbers” (11) to that of his own and consequently explains his immense love for the sea.
English 1020
Hasting
From the opening paragraph, John Steinbeck sets a tone of leaden resolve and introduces the protagonist amid a garden rich with sexual symbolism. (theme and mood)
It is Gilman’s intention to show that her main character’s spiral into insanity is, in fact, her willful defiance of that which would vanquish her true nature. (character and mood)
“The Story of an Hour” contains a rich mixture of situational and dramatic irony, which grow out of error, misunderstanding, incorrect expectations, and a certain degree of pride. (tone)
In A Streetcar Named Desire, Tennessee Williams demonstrates how real desires can lead, like the streetcar itself, to a place we should never be and towards cruelties of character and circumstance.
In Doctor Faustus, Marlowe demonstrates that when a mortal tries to surpass his human limitations in hopes of attaining ultimate power for himself, he will be defeated. (theme)
Through her clever use of fiction, Woolf shrewdly removes herself from the position of authority, enhances audience identification with her narrator, and invites women to join her search for “the true nature of women and the true nature of fiction.”
In Jane Eyre, Charlotte Bronte illustrates that in order to overcome adverse conditions, one must possess a burning desire to succeed, the courage to defy societal norms and the endurance and ability to defend one’s convictions.
Auden uses the events in his ode to Spain to try to make sense of how and why a country as great and wonderful as Spain could tear itself apart in the name of diverse ideology.
The “Seafarer” poet uses the imagery in this poem to compare the perilous life of “landlubbers” (11) to that of his own and consequently explains his immense love for the sea.
The Thesis in the College Essay DSPW o8oo & 1010
The Thesis in the College Essay
Hasting
Writing is a form of persuasion.
Your job as a writer is to persuade your reader of the validity of a particular opinion or major point.
Choosing a Subject: Decide what you are most interested in, informed about, or what will go over best with your audience.
Narrowing down a subject: You will only have 500 words to inform, explain, and persuade your audience, so narrow your subject down to a topic that can be treated adequately in such a brief essay.
Thesis: the basic stand you take
the opinion you express
the point you make about your limited subject
the controlling idea
and it must be the last sentence of the first paragraph in your essay. This sentence is also known as your thesis statement. Your thesis requires that you commit yourself. You have something at stake. You are saying, “This is what I believe, and this is why I am right.”
Purpose: Your primary purpose is to persuade the reader that your thesis is valid.
The purpose of the body of the essay is to back up the thesis. The body of the essay consists of three paragraphs that follow the introductory paragraph. Your body paragraphs, individually and as a whole, must persuade your reader that your thesis makes sense.
The title of your essay is not the thesis.
A thesis is not an announcement of the subject of your essay. For example, “ I want to share some thoughts with you about our space program.”
A thesis is not a statement of absolute fact. We all know that the sun rises in the east and sets in the west, so this cannot be a thesis; it needs no support. It is just a simple statement of fact that no one would argue.
A thesis is only one sentence found at the end of your first essay paragraph. It is not the entire essay itself.
A thesis must be: restricted – narrow, bite-sized issues, not something that requires a lifetime to discuss intelligently.
A thesis must be unified: only one major idea about its subject can be expressed in a thesis. Now minor ideas can be discussed in the body, but must always work to support the main point of the essay – your thesis.
A good thesis must be specific: The opposite of specific is vague. Vague ideas normally come through as so familiar or dull or universally accepted that the reader sees no point in paying attention to them.
An extended specific thesis which includes the major points you will discuss in the body of the paper is fine.
The thesis as it appears in your introduction should clearly indicate what the subject is and your opinion about the subject (remember you are trying to persuade); however, it also should arouse curiosity in the mind of your reader or establish a tone of humor, anger, solemnity, etc.
Your conclusion: is the last paragraph of an essay. It can do several things such as, be a quick summary of your thesis and its main supporting points, or it can reemphasize the importance of your thesis (make sure to write the thesis in your conclusion using different words), or it can relate your thesis to people’s everyday lives, or it can make a prediction, or it can issue a call for action.
Never introduce a totally unrelated, new idea in your conclusion.
Hasting
Writing is a form of persuasion.
Your job as a writer is to persuade your reader of the validity of a particular opinion or major point.
Choosing a Subject: Decide what you are most interested in, informed about, or what will go over best with your audience.
Narrowing down a subject: You will only have 500 words to inform, explain, and persuade your audience, so narrow your subject down to a topic that can be treated adequately in such a brief essay.
Thesis: the basic stand you take
the opinion you express
the point you make about your limited subject
the controlling idea
and it must be the last sentence of the first paragraph in your essay. This sentence is also known as your thesis statement. Your thesis requires that you commit yourself. You have something at stake. You are saying, “This is what I believe, and this is why I am right.”
Purpose: Your primary purpose is to persuade the reader that your thesis is valid.
The purpose of the body of the essay is to back up the thesis. The body of the essay consists of three paragraphs that follow the introductory paragraph. Your body paragraphs, individually and as a whole, must persuade your reader that your thesis makes sense.
The title of your essay is not the thesis.
A thesis is not an announcement of the subject of your essay. For example, “ I want to share some thoughts with you about our space program.”
A thesis is not a statement of absolute fact. We all know that the sun rises in the east and sets in the west, so this cannot be a thesis; it needs no support. It is just a simple statement of fact that no one would argue.
A thesis is only one sentence found at the end of your first essay paragraph. It is not the entire essay itself.
A thesis must be: restricted – narrow, bite-sized issues, not something that requires a lifetime to discuss intelligently.
A thesis must be unified: only one major idea about its subject can be expressed in a thesis. Now minor ideas can be discussed in the body, but must always work to support the main point of the essay – your thesis.
A good thesis must be specific: The opposite of specific is vague. Vague ideas normally come through as so familiar or dull or universally accepted that the reader sees no point in paying attention to them.
An extended specific thesis which includes the major points you will discuss in the body of the paper is fine.
The thesis as it appears in your introduction should clearly indicate what the subject is and your opinion about the subject (remember you are trying to persuade); however, it also should arouse curiosity in the mind of your reader or establish a tone of humor, anger, solemnity, etc.
Your conclusion: is the last paragraph of an essay. It can do several things such as, be a quick summary of your thesis and its main supporting points, or it can reemphasize the importance of your thesis (make sure to write the thesis in your conclusion using different words), or it can relate your thesis to people’s everyday lives, or it can make a prediction, or it can issue a call for action.
Never introduce a totally unrelated, new idea in your conclusion.
The Purpose of Writing 1010
The Purpose of Writing Hasting
The Rhetorical Situation – the context in which you are interpreting a reading or composing a piece of writing or a visual
writer
exigence PURPOSE
audience message
Exigence is the reason or problem that makes you, the writer, want to write.
When language can solve a situation, the solution is rhetorical.
The audience is the reader or readers who have the capacity to do something about a problem.
A clear understanding of your audience—its values, concerns, what it knows, helps you to write effectively.
Specialized – people who you know are interested in just one thing – if you are a part of this specialized audience you know what kinds of words to use to get them to sit up and notice your writing – a more generalized audience might not get it. They might thing you are being overly emotional, or not emotional enough in your presentation.
Diverse – this is an audience that has an interest in a subject, but some of them know a lot more than others about the subject. Some may even know more than you do. You have to keep them all interested and that can be a tall order. As a writer, you have to be aware of the level of understanding of each member of your audience and use words and details in your writing that all will appreciate.
Multiple – this is the one you will deal with most in college. First, there is a primary audience, however, you also are aware than a secondary audience may also read what you have written. As a writer, you have to gauge your words and your tone for both audiences. In college, your primary audience might be your English teacher, then you decide to reuse this essay as the basis for an essay you turn in for history or psychology. Now you’ve got two audiences, and each is looking for something different.
Context – the time, place, audience, writer, and the medium of delivery (newspaper, journal article, webpage) all impact how we write and what we say to our audience. Even cultural circumstances, social situations, religious beliefs, and politics will affect our writing. All writing is written in a context, and your readers will know to read it in that context too. Any time a writer writes and a reader reads they do
The Rhetorical Situation – the context in which you are interpreting a reading or composing a piece of writing or a visual
writer
exigence PURPOSE
audience message
Exigence is the reason or problem that makes you, the writer, want to write.
When language can solve a situation, the solution is rhetorical.
The audience is the reader or readers who have the capacity to do something about a problem.
A clear understanding of your audience—its values, concerns, what it knows, helps you to write effectively.
Specialized – people who you know are interested in just one thing – if you are a part of this specialized audience you know what kinds of words to use to get them to sit up and notice your writing – a more generalized audience might not get it. They might thing you are being overly emotional, or not emotional enough in your presentation.
Diverse – this is an audience that has an interest in a subject, but some of them know a lot more than others about the subject. Some may even know more than you do. You have to keep them all interested and that can be a tall order. As a writer, you have to be aware of the level of understanding of each member of your audience and use words and details in your writing that all will appreciate.
Multiple – this is the one you will deal with most in college. First, there is a primary audience, however, you also are aware than a secondary audience may also read what you have written. As a writer, you have to gauge your words and your tone for both audiences. In college, your primary audience might be your English teacher, then you decide to reuse this essay as the basis for an essay you turn in for history or psychology. Now you’ve got two audiences, and each is looking for something different.
Context – the time, place, audience, writer, and the medium of delivery (newspaper, journal article, webpage) all impact how we write and what we say to our audience. Even cultural circumstances, social situations, religious beliefs, and politics will affect our writing. All writing is written in a context, and your readers will know to read it in that context too. Any time a writer writes and a reader reads they do
Writing Vocabulary - 1010 & 1020
Writing Vocabulary
English 1010
Hasting
Invention
Revision
Organization
Drafting
Edit
Rhetorical context
Audience
Purpose
Persona
Academic textual conventions
Academic community
Critical thinking
Primary sources
Secondary sources
Argumentation
Refute
Concede
Reliability
Documentation
Reflective
English 1010
Hasting
Invention
Revision
Organization
Drafting
Edit
Rhetorical context
Audience
Purpose
Persona
Academic textual conventions
Academic community
Critical thinking
Primary sources
Secondary sources
Argumentation
Refute
Concede
Reliability
Documentation
Reflective
Friday, January 16, 2009
Requirements of the College Essay - DSPW 0800
Requirements of the College Essay
DSPW0800 – Developmental Writing
Hasting
Double-space typed and handwritten text
Write or type on front side of paper only
Write legibly. Use blue or black pen
Include page numbers in the top right hand of pages
Use MLA style heading
Do not use a folder of any kind, just staple
No cover sheet
Formal essays require that contractions not be used.
The personal pronoun “you” may not be used since the reader has no way of knowing who you is, and this is a formal essay anyway.
Okay is spelled “okay.” “Anyways” is not a word. Neither is “alot.”
All essays are 500 words
The first letter of each word of the title must be capitalized. Do not underline, italicize, or put quotation marks around your title.
The Writing Process
Use invention strategies (brainstorming, freewriting, clustering) to develop a topic that interests you.
Develop a tentative thesis for your essay. It should be one sentence and contain the subject of your essay and the argument you plan on making. The thesis will be the last sentence of your introductory paragraph.
The outline of your essay should contain all of the main points or arguments of your essay. A well-planned outline will make your essay easier to write because you have already thought out all the primary points you plan to make.
The first or rough draft of your essay should be typed. At this point, you have completed 20% of the work required before completing your essay.
80% of your essay writing time involves rewriting.
Ask yourself, does your essay make sense? Put it down, then come back to it a few hours or days later and see what needs to be changed. Let a friend who you know is good in English look it over for you. Read it out loud in order to discover words you have omitted.
Your essay must have a minimum of five paragraphs. The introduction must be at least 5-10 sentences. No paragraph should ever be less than three sentences. The three body paragraphs must support your thesis, and they are followed by your conclusion. The conclusion must restate the thesis using different words. This helps to remind the reader of what he or she has just read.
The topic sentence is the first sentence in each paragraph. You need to ask yourself if this sentence works to support the thesis in your introduction. It’s okay to change your thesis to make it match what you are writing. That’s called rewriting. Do your body paragraphs contain enough supporting details? More details make the essay “flow” which means you have a cohesive essay.
Writing is a recursive process. That means it’s not linear. You may have to go back time and time again to rewrite your thesis, or to change a major point in one of your body paragraphs, or to add an example or a story that you just thought of to help the reader understand a point you are making.
DSPW0800 – Developmental Writing
Hasting
Double-space typed and handwritten text
Write or type on front side of paper only
Write legibly. Use blue or black pen
Include page numbers in the top right hand of pages
Use MLA style heading
Do not use a folder of any kind, just staple
No cover sheet
Formal essays require that contractions not be used.
The personal pronoun “you” may not be used since the reader has no way of knowing who you is, and this is a formal essay anyway.
Okay is spelled “okay.” “Anyways” is not a word. Neither is “alot.”
All essays are 500 words
The first letter of each word of the title must be capitalized. Do not underline, italicize, or put quotation marks around your title.
The Writing Process
Use invention strategies (brainstorming, freewriting, clustering) to develop a topic that interests you.
Develop a tentative thesis for your essay. It should be one sentence and contain the subject of your essay and the argument you plan on making. The thesis will be the last sentence of your introductory paragraph.
The outline of your essay should contain all of the main points or arguments of your essay. A well-planned outline will make your essay easier to write because you have already thought out all the primary points you plan to make.
The first or rough draft of your essay should be typed. At this point, you have completed 20% of the work required before completing your essay.
80% of your essay writing time involves rewriting.
Ask yourself, does your essay make sense? Put it down, then come back to it a few hours or days later and see what needs to be changed. Let a friend who you know is good in English look it over for you. Read it out loud in order to discover words you have omitted.
Your essay must have a minimum of five paragraphs. The introduction must be at least 5-10 sentences. No paragraph should ever be less than three sentences. The three body paragraphs must support your thesis, and they are followed by your conclusion. The conclusion must restate the thesis using different words. This helps to remind the reader of what he or she has just read.
The topic sentence is the first sentence in each paragraph. You need to ask yourself if this sentence works to support the thesis in your introduction. It’s okay to change your thesis to make it match what you are writing. That’s called rewriting. Do your body paragraphs contain enough supporting details? More details make the essay “flow” which means you have a cohesive essay.
Writing is a recursive process. That means it’s not linear. You may have to go back time and time again to rewrite your thesis, or to change a major point in one of your body paragraphs, or to add an example or a story that you just thought of to help the reader understand a point you are making.
Requirements of the College Essay - English 1020
Requirements of the College Essay/Exam
English 1020 – Composition II
Hasting
1. Use invention strategies (brainstorming, freewriting, clustering) to develop a topic that interests you.
2. Develop a tentative thesis for your essay. It should be one sentence and contain the subject of your essay/exam and the argument you plan on making. The thesis will be the last sentence of your introductory paragraph.
3. The outline of your essay should contain all of the main points or arguments. A well-planned outline will make your essay easier to write because you have already thought out all the primary points you plan to make.
4. The first or rough draft of your essay should be typed. At this point, you have completed 20% of the work required before completing your essay.
5. 80% of your essay/exam writing time involves rewriting.
6. Ask yourself, does your essay make sense? Put it down, then come back to it a few hours or days later and see what needs to be changed. Let a friend who you know is good in English look it over for you. Read it out loud in order to discover words you have omitted.
7. Your essay must have a minimum of five paragraphs. The introduction must be at least 5-10 sentences. No paragraph should ever be less than three sentences. The three body paragraphs must support your thesis, and they are followed by your conclusion. The conclusion must restate the thesis using different words. This helps to remind the reader of what he or she has just read. (Obviously, this will be different for the research paper.)
8. The topic sentence is the first sentence in each paragraph. You need to ask yourself if this sentence works to support the thesis in your introduction. It’s okay to change your thesis to make it match what you are writing. That’s called rewriting. Do your body paragraphs contain enough supporting details? More details make the essay “flow” which means you have a cohesive essay.
9. Writing is a recursive process. That means it’s not linear. You may have to go back time and time again to rewrite your thesis, or to change a major point in one of your body paragraphs, or to add an example or a story that you just thought of to help the reader understand a point you are making.
10. Points to remember about each essay:
Double-space typed text; double-space handwritten text
Write or type on front side of paper only
Always use the present tense in literary essays
Write legibly
Use blue or black pen or pencil
Include page numbers in the top right hand of pages
Use MLA style heading
Do not use a folder of any kind, just staple
No cover sheet
Formal essays require that contractions not be used.
The personal pronouns “I,” “you,” “we,” and “us” may not be used since this is a formal essay.
Okay is spelled “okay.” “Anyways” is not a word. Neither is “alot.”
All essays (except the research paper) are 500 words
The first letter of each word of the title must be capitalized. Do not underline, italicize, or put quotation marks around your title.
Short story titles are put in quotation marks.
Play titles are italicized or underlined.
Poem titles are put in quotation marks.
English 1020 – Composition II
Hasting
1. Use invention strategies (brainstorming, freewriting, clustering) to develop a topic that interests you.
2. Develop a tentative thesis for your essay. It should be one sentence and contain the subject of your essay/exam and the argument you plan on making. The thesis will be the last sentence of your introductory paragraph.
3. The outline of your essay should contain all of the main points or arguments. A well-planned outline will make your essay easier to write because you have already thought out all the primary points you plan to make.
4. The first or rough draft of your essay should be typed. At this point, you have completed 20% of the work required before completing your essay.
5. 80% of your essay/exam writing time involves rewriting.
6. Ask yourself, does your essay make sense? Put it down, then come back to it a few hours or days later and see what needs to be changed. Let a friend who you know is good in English look it over for you. Read it out loud in order to discover words you have omitted.
7. Your essay must have a minimum of five paragraphs. The introduction must be at least 5-10 sentences. No paragraph should ever be less than three sentences. The three body paragraphs must support your thesis, and they are followed by your conclusion. The conclusion must restate the thesis using different words. This helps to remind the reader of what he or she has just read. (Obviously, this will be different for the research paper.)
8. The topic sentence is the first sentence in each paragraph. You need to ask yourself if this sentence works to support the thesis in your introduction. It’s okay to change your thesis to make it match what you are writing. That’s called rewriting. Do your body paragraphs contain enough supporting details? More details make the essay “flow” which means you have a cohesive essay.
9. Writing is a recursive process. That means it’s not linear. You may have to go back time and time again to rewrite your thesis, or to change a major point in one of your body paragraphs, or to add an example or a story that you just thought of to help the reader understand a point you are making.
10. Points to remember about each essay:
Double-space typed text; double-space handwritten text
Write or type on front side of paper only
Always use the present tense in literary essays
Write legibly
Use blue or black pen or pencil
Include page numbers in the top right hand of pages
Use MLA style heading
Do not use a folder of any kind, just staple
No cover sheet
Formal essays require that contractions not be used.
The personal pronouns “I,” “you,” “we,” and “us” may not be used since this is a formal essay.
Okay is spelled “okay.” “Anyways” is not a word. Neither is “alot.”
All essays (except the research paper) are 500 words
The first letter of each word of the title must be capitalized. Do not underline, italicize, or put quotation marks around your title.
Short story titles are put in quotation marks.
Play titles are italicized or underlined.
Poem titles are put in quotation marks.
Requirements of the College Essay - English 1010
Requirements of the College Essay
English 1010 – Composition I
Hasting
Double-space typed and handwritten text
Write or type on front side of paper only
Write legibly. Use only blue or black pen.
Include page numbers in the top right hand corner of each page
Use MLA style heading
Do not use a folder/notebook of any kind, just staple
No cover sheet
Formal essays require that contractions not be used.
The personal pronoun “you” may not be used since the reader has no way of knowing who you is and this is a formal essay anyway.
Okay is spelled “okay.” “Anyways” is not a word. Neither is “alot.”
All essays are 500 words
The first letter of each word of the title must be capitalized. Do not underline, italicize, or put quotation marks around your title.
The Writing Process
Use invention strategies (brainstorming, freewriting, clustering) to develop a topic that interests you. Harbrace 392-399
Develop a tentative thesis for your essay. It should be one sentence and contain the subject of your essay and the argument you plan on making. The thesis will be the last sentence of your introductory paragraph. Harbrace 399-403
The outline should contain all of the main points or arguments you will make in the body of your essay. A well-planned outline will make your essay easier to write. Harbrace 403-405
Getting down the first draft is only 20% of the work required to complete your essay. Harbrace 405-417
80% of your essay writing time involves rewriting. Harbrace 418-458
Ask yourself, does your essay make sense? Put it down, then come back to it a few hours or days later and see what needs to be changed. Let a friend who you know is good in English look it over for you. Read it aloud in order to discover words you have omitted.
Your essay must have a minimum of five paragraphs. The introduction must be at least 5-10 sentences. No paragraph should ever be less than three sentences. The three body paragraphs must support your thesis, and they are followed by your conclusion. The conclusion must restate the thesis using different words. This helps to remind the reader of what he or she has just read.
The topic sentence is the first sentence in each paragraph. You need to ask yourself if this sentence works to support the thesis in your introduction. It’s okay to change your thesis to make it match what you are writing. That’s called rewriting. Do your body paragraphs contain enough supporting details? More details means the essay “flows” which means you have a cohesive essay.
Writing is a recursive process. That means you may have to go back time and time again to rewrite your thesis, or to change a major point in one of your body paragraphs, or to add an example or a story that you just thought of to help the reader understand a point you are making.
English 1010 – Composition I
Hasting
Double-space typed and handwritten text
Write or type on front side of paper only
Write legibly. Use only blue or black pen.
Include page numbers in the top right hand corner of each page
Use MLA style heading
Do not use a folder/notebook of any kind, just staple
No cover sheet
Formal essays require that contractions not be used.
The personal pronoun “you” may not be used since the reader has no way of knowing who you is and this is a formal essay anyway.
Okay is spelled “okay.” “Anyways” is not a word. Neither is “alot.”
All essays are 500 words
The first letter of each word of the title must be capitalized. Do not underline, italicize, or put quotation marks around your title.
The Writing Process
Use invention strategies (brainstorming, freewriting, clustering) to develop a topic that interests you. Harbrace 392-399
Develop a tentative thesis for your essay. It should be one sentence and contain the subject of your essay and the argument you plan on making. The thesis will be the last sentence of your introductory paragraph. Harbrace 399-403
The outline should contain all of the main points or arguments you will make in the body of your essay. A well-planned outline will make your essay easier to write. Harbrace 403-405
Getting down the first draft is only 20% of the work required to complete your essay. Harbrace 405-417
80% of your essay writing time involves rewriting. Harbrace 418-458
Ask yourself, does your essay make sense? Put it down, then come back to it a few hours or days later and see what needs to be changed. Let a friend who you know is good in English look it over for you. Read it aloud in order to discover words you have omitted.
Your essay must have a minimum of five paragraphs. The introduction must be at least 5-10 sentences. No paragraph should ever be less than three sentences. The three body paragraphs must support your thesis, and they are followed by your conclusion. The conclusion must restate the thesis using different words. This helps to remind the reader of what he or she has just read.
The topic sentence is the first sentence in each paragraph. You need to ask yourself if this sentence works to support the thesis in your introduction. It’s okay to change your thesis to make it match what you are writing. That’s called rewriting. Do your body paragraphs contain enough supporting details? More details means the essay “flows” which means you have a cohesive essay.
Writing is a recursive process. That means you may have to go back time and time again to rewrite your thesis, or to change a major point in one of your body paragraphs, or to add an example or a story that you just thought of to help the reader understand a point you are making.
Thursday, January 15, 2009
Literary Terms - English 1020
http://www.bedfordstmartins.com/literature/bedlit/glossary_a.htm - Link to literary terms. Also can be found in the back of the Bedford lit. book.
Explanatory Websites for Glaspell's Trifles and Drama - English 1020
http://www9.georgetown.edu/faculty/bassr/heath/syllabuild/iguide/glaspell.html - Links to a critical discussion of Trifles.
http://itech.fgcu.edu/faculty/wohlpart/alra/glaspell.htm#Trifles - Links to a hypertext version of the play.
http://vccslitonline.cc.va.us/drama/theme.htm - Links to site which explains the vague concept known as "theme."
http://www.csustan.edu/english/reuben/pal/chap8/glaspell.html - Links to Glaspell's bio.
What all four of these sites have in common is that they are reliable; someone at each of these colleges or universities ( note .edu) is responsible for the content. The sites are well-maintained and fairly easy to navigate.
http://itech.fgcu.edu/faculty/wohlpart/alra/glaspell.htm#Trifles - Links to a hypertext version of the play.
http://vccslitonline.cc.va.us/drama/theme.htm - Links to site which explains the vague concept known as "theme."
http://www.csustan.edu/english/reuben/pal/chap8/glaspell.html - Links to Glaspell's bio.
What all four of these sites have in common is that they are reliable; someone at each of these colleges or universities ( note .edu) is responsible for the content. The sites are well-maintained and fairly easy to navigate.
Tuesday, January 13, 2009
DSPW O800 Sec. 101 Course Schedule Spring 2009
DSPW 0800 Sec. 101 Course Schedule Spring 2009
(Subject to Change)
1/16 Introduction
1/19 MLK Holiday
1/26 Narration
2/9 Narrative essay in class 1
2/11 Exemplification
2/23 Conferences
2/25 Conferences
2/27 Conferences
3/2 Exemplification essay due 2; Process Analysis
3/9-3/14 Spring Break
3/23 Conferences
3/25 Conferences
3/26 Last day to withdraw from classes
3/27 Conferences
3/30 Process Analysis due 3; Description
4/10 Good Friday Holiday
5/1 Descriptive essay in class 4; Last day of class
Final Grades will be posted on Cougarnet. I am prohibited by law from discussing your grade over the phone or in an email.
(Subject to Change)
1/16 Introduction
1/19 MLK Holiday
1/26 Narration
2/9 Narrative essay in class 1
2/11 Exemplification
2/23 Conferences
2/25 Conferences
2/27 Conferences
3/2 Exemplification essay due 2; Process Analysis
3/9-3/14 Spring Break
3/23 Conferences
3/25 Conferences
3/26 Last day to withdraw from classes
3/27 Conferences
3/30 Process Analysis due 3; Description
4/10 Good Friday Holiday
5/1 Descriptive essay in class 4; Last day of class
Final Grades will be posted on Cougarnet. I am prohibited by law from discussing your grade over the phone or in an email.
Saturday, January 10, 2009
Engl 1020 Course Schedule Spring 2009
Engl 1020 Course Schedule 2009
1/15 Introduction
1/19 MLK Holiday
1/20 *Trifles
2/3 Trifles in class essay 1
2/10 *The Story of an Hour
2/12 A Sorrowful Woman
2/17 *Soldier's Home
2/24 *A Rose for Emily
2/26 *Barn Burning
3/5 *Good Country People; Out of class essay 2 due
3/9-3/14 Spring Break
3/17 *A Good Man is Hard to Find
3/19 *Revelation
3/17 Letter to a Funeral Parlor; 55 Miles to the Gas Pump
3/24 *A & P
3/26 The Last Days of Mohammed Atta; Last day to withdraw from classes
3/31 Poetry; Out of class essay 3 due
4/10 Good Friday Holiday
4/21 Research Paper due 4
4/30 In class essay over poetry 5; Last day of class; All four graded essays must be returned.
* Indicates work may be used for research subject
Final Grades will be posted on Cougarnet. I am prohibited by federal law from discussing your grade over the phone or in an email.
1/15 Introduction
1/19 MLK Holiday
1/20 *Trifles
2/3 Trifles in class essay 1
2/10 *The Story of an Hour
2/12 A Sorrowful Woman
2/17 *Soldier's Home
2/24 *A Rose for Emily
2/26 *Barn Burning
3/5 *Good Country People; Out of class essay 2 due
3/9-3/14 Spring Break
3/17 *A Good Man is Hard to Find
3/19 *Revelation
3/17 Letter to a Funeral Parlor; 55 Miles to the Gas Pump
3/24 *A & P
3/26 The Last Days of Mohammed Atta; Last day to withdraw from classes
3/31 Poetry; Out of class essay 3 due
4/10 Good Friday Holiday
4/21 Research Paper due 4
4/30 In class essay over poetry 5; Last day of class; All four graded essays must be returned.
* Indicates work may be used for research subject
Final Grades will be posted on Cougarnet. I am prohibited by federal law from discussing your grade over the phone or in an email.
Engl 1010 Course Schedule Spring 2009
English 1010 Course Schedule
(subject to change)
1/16 Introduction
1/19 MLK Holiday
1/26 Narration
2/6 Narrative essay in class 1
2/9 Exemplification
2/16 Conferences
2/18 Conferences
2/20 Conferences
2/23 Exemplification essay due 2; Division-Classification
3/9-3/14 Spring Break
3/16 Division-Classification essay in class 3
3/18 Process Analysis
3/23 Conferences
3/25 Conferences
3/26 Last day to withdraw from classes
3/27 Conferences
3/30 Process Analysis due 4; Argumentation
4/10 Good Friday Holiday
4/13 Conferences
4/15 Conferences
4/17 Conferences
4/20 Argumentative essay due 5: Description
4/29 Descriptive essay in class 6
5/1 Last day of class; All six major essays must be returned; Journal due
Your final grade may be accessed on Cougarnet. I am prohibited by federal law from discussing your grade over the phone or by email.
(subject to change)
1/16 Introduction
1/19 MLK Holiday
1/26 Narration
2/6 Narrative essay in class 1
2/9 Exemplification
2/16 Conferences
2/18 Conferences
2/20 Conferences
2/23 Exemplification essay due 2; Division-Classification
3/9-3/14 Spring Break
3/16 Division-Classification essay in class 3
3/18 Process Analysis
3/23 Conferences
3/25 Conferences
3/26 Last day to withdraw from classes
3/27 Conferences
3/30 Process Analysis due 4; Argumentation
4/10 Good Friday Holiday
4/13 Conferences
4/15 Conferences
4/17 Conferences
4/20 Argumentative essay due 5: Description
4/29 Descriptive essay in class 6
5/1 Last day of class; All six major essays must be returned; Journal due
Your final grade may be accessed on Cougarnet. I am prohibited by federal law from discussing your grade over the phone or by email.
DSPW O800 Sec. 102 Course Schedule Spring 2009
DSPW 0800 Sec. 102 Course Schedule Spring 2009
(Subject to Change)
1/15 Introduction
1/19 MLK Holiday
1/27 Narration
2/10 Narrative essay in class 1
2/12 Exemplification
2/24 Conferences
2/26 Conferences
3/3 Exemplification essay due 2; Process Analysis
3/9-3/14 Spring Break
3/24 Conferences
3/26 Conferences; Last day to withdraw from classes
3/31 Process Analysis due 3; Description
4/10 Good Friday Holiday
4/30 Descriptive essay in class 4; Last day of class
Final Grades will be posted on Cougarnet. I am prohibited by federal law from discussing your grade over the phone or in an email.
(Subject to Change)
1/15 Introduction
1/19 MLK Holiday
1/27 Narration
2/10 Narrative essay in class 1
2/12 Exemplification
2/24 Conferences
2/26 Conferences
3/3 Exemplification essay due 2; Process Analysis
3/9-3/14 Spring Break
3/24 Conferences
3/26 Conferences; Last day to withdraw from classes
3/31 Process Analysis due 3; Description
4/10 Good Friday Holiday
4/30 Descriptive essay in class 4; Last day of class
Final Grades will be posted on Cougarnet. I am prohibited by federal law from discussing your grade over the phone or in an email.
Friday, January 2, 2009
English Composition II Syllabus ENGL 1020
CLEVELAND STATE COMMUNITY COLLEGE
ENGL 1020 COMPOSITION II
Spring 2009
Jayne Hasting
Office: H-113D
Email: jhasting@clevelandstatecc.edu
Office Phone: 473-2305
Office Hours: MWF: 12:00-2:00; TR: 12:30-1:15
Website: http://collegewritingcscc.blogspot.com/ (Location of syllabi and handouts) Copies of the course syllabus and handouts can be made using college printers only if you do not own a home computer/printer.
Required:
The Compact Bedford Introduction to Literature 8th ed.
Hodges’ Harbrace Handbook. 16th ed.
Recommended: College dictionary
This is a writing course in which the basic principles of good rhetoric will be studied within the context of the critical essay dealing with drama, fiction, and/or poetry (at least two genres must be covered). Minimal departmental requirements are outlined below:
The unit and nature of the writing is the critical essay with an introductory paragraph, at least three middle paragraphs, and a concluding paragraph, including the research paper with a minimum of four secondary sources in addition to the primary source; the research paper is to be a minimum length of 1,500 words.
The amount of writing is to be at least three thousand words with a minimum of five essays, including the research paper. Two essays must be written in class. The research paper must be of passing quality in order for the student to receive a passing grade in the course.
The student will be expected to write essays relatively free of serious errors in grammar, punctuation, and spelling.
ASSESMENTS:
A. In English 1020, at least two of the three genres of fiction, poetry, and drama must be covered.
B. The documented library research paper is to be a critical/analytical essay dealing with a specific work or works of literature. It is to focus on the elements of literature that are presented in class (i.e. character, theme, irony, symbolism, figurative language, etc.).
C. The four major essays and the research paper must be returned to the instructor on the last day of the course.
D. It is essential that an instructor not give credit for English 1020 to any student who cannot write acceptably on a college level.
E. No children are to be permitted in the classroom or left unattended in the buildings or on the grounds.
Essays will be evaluated in terms of rhetoric and mechanics.
The rhetoric grade is the instructor’s judgment of the structure of the essay, development, unity, coherence, sentence structure, diction, effectiveness, etc.
The mechanics grade is determined by the evaluation of the student’s ability to effectively use mechanical elements (i.e. punctuation, verb / noun / pronouns usage, etc.). Below is a list of possible errors along with the grade weight of these errors.
10 Point errors 10 Point errors
- Sentence Fragment - Comma Splice
- Fused Sentence - Incorrect Pronoun Reference / Agreement
- Subject/ Verb Disagreement - Incorrect Case
- Incorrect Verb Form / Tense / Principal Parts - Incorrect Verb Form
2 Point errors (includes apostrophe)
- Misspellings
- Inappropriate Diction (e.g. wrong word)
- Omitted Words
- Other Mechanical Errors (e.g. modifiers)
Quizzes
Quizzes are given at the beginning of class and cannot be made up.
Homework
Missed work cannot be made up for any reason.
Late Work
Assignments are due at the beginning of the class period on the due date. Any assignment not turned in at that time will be considered late and will receive an automatic 10 point grade reduction.
Essays not formatted correctly will be immediately returned to the student for correction and will be considered late.
Please get any missed assignments from a classmate. This is not a web course, so do not call or email me for missed assignments.
Make-ups for In-Class essays: There will be no make-ups for in-class essays without a documented excuse (doctor's notice). In addition, it is the student's responsibility to arrange with the instructor for make-up work
Conferences: Out of class essays will be preceded by a conference. Conference attendance is required. Missing a conference will result in a 10-point deduction in your essay grade.
Grading Scale
Quizzes & Homework: =20%
Final Exam (cumulative) =10%
4 Essays (750 words each.) = 40%
Research paper (1500 words) = 30%
A= 90-100
B= 80-89
C= 70-79
D= 60-69
F= 59-0
Extra Credit: Attendance at all meetings of PAGES book club is worth 5 points on your final grade.
Attendence Policy:
More than 4 absences (excused or unexcused) will result in a 5 point reduction in your final grade. Regardless of whether or not students attend a given class meeting, they are entirely responsible for what takes place in class. (E.g. notes, assignments, in-class work, work due, etc.)
CLASS PARTICIPATION POLICY:
Vigorous participation in class discussions and the ability to answer questions correctly are requirements of this course. This means that you must have read the assigned literature before coming to class so that you can participate intelligently in the discussion. It is essential that you make me aware that you are in class and are engaged with the literature being studied.
PLAGIARISM POLICY:
Any of the five major essays found to be partially or wholly plagiarized will result in an F for that essay and an F in the course.
CLASS DISRUPTIONS:
I HAVE A VERY LOW TOLERANCE FOR CELL PHONES. TURN THEM OFF BEFORE WALKING INTO THE CLASSROOM. ANY STUDENT USING A CELL PHONE DURING AN IN-CLASS ESSAY OR QUIZ WILL BE ASSUMED TO BE CHEATING AND RECEIVE AN F FOR THAT ASSIGNMENT. All other electronic devices (including laptops) are prohibited.
Disability statement:
If because of a documented disability you require assistance or reasonable accommodations to complete assigned work (such as note taking, readers, testing, etc.) it is your responsibility to contact the Student Development Office located in U118 either by phone or in person. This should be done as early as possible in the term.
ENGL 1020 COMPOSITION II
Spring 2009
Jayne Hasting
Office: H-113D
Email: jhasting@clevelandstatecc.edu
Office Phone: 473-2305
Office Hours: MWF: 12:00-2:00; TR: 12:30-1:15
Website: http://collegewritingcscc.blogspot.com/ (Location of syllabi and handouts) Copies of the course syllabus and handouts can be made using college printers only if you do not own a home computer/printer.
Required:
The Compact Bedford Introduction to Literature 8th ed.
Hodges’ Harbrace Handbook. 16th ed.
Recommended: College dictionary
This is a writing course in which the basic principles of good rhetoric will be studied within the context of the critical essay dealing with drama, fiction, and/or poetry (at least two genres must be covered). Minimal departmental requirements are outlined below:
The unit and nature of the writing is the critical essay with an introductory paragraph, at least three middle paragraphs, and a concluding paragraph, including the research paper with a minimum of four secondary sources in addition to the primary source; the research paper is to be a minimum length of 1,500 words.
The amount of writing is to be at least three thousand words with a minimum of five essays, including the research paper. Two essays must be written in class. The research paper must be of passing quality in order for the student to receive a passing grade in the course.
The student will be expected to write essays relatively free of serious errors in grammar, punctuation, and spelling.
ASSESMENTS:
A. In English 1020, at least two of the three genres of fiction, poetry, and drama must be covered.
B. The documented library research paper is to be a critical/analytical essay dealing with a specific work or works of literature. It is to focus on the elements of literature that are presented in class (i.e. character, theme, irony, symbolism, figurative language, etc.).
C. The four major essays and the research paper must be returned to the instructor on the last day of the course.
D. It is essential that an instructor not give credit for English 1020 to any student who cannot write acceptably on a college level.
E. No children are to be permitted in the classroom or left unattended in the buildings or on the grounds.
Essays will be evaluated in terms of rhetoric and mechanics.
The rhetoric grade is the instructor’s judgment of the structure of the essay, development, unity, coherence, sentence structure, diction, effectiveness, etc.
The mechanics grade is determined by the evaluation of the student’s ability to effectively use mechanical elements (i.e. punctuation, verb / noun / pronouns usage, etc.). Below is a list of possible errors along with the grade weight of these errors.
10 Point errors 10 Point errors
- Sentence Fragment - Comma Splice
- Fused Sentence - Incorrect Pronoun Reference / Agreement
- Subject/ Verb Disagreement - Incorrect Case
- Incorrect Verb Form / Tense / Principal Parts - Incorrect Verb Form
2 Point errors (includes apostrophe)
- Misspellings
- Inappropriate Diction (e.g. wrong word)
- Omitted Words
- Other Mechanical Errors (e.g. modifiers)
Quizzes
Quizzes are given at the beginning of class and cannot be made up.
Homework
Missed work cannot be made up for any reason.
Late Work
Assignments are due at the beginning of the class period on the due date. Any assignment not turned in at that time will be considered late and will receive an automatic 10 point grade reduction.
Essays not formatted correctly will be immediately returned to the student for correction and will be considered late.
Please get any missed assignments from a classmate. This is not a web course, so do not call or email me for missed assignments.
Make-ups for In-Class essays: There will be no make-ups for in-class essays without a documented excuse (doctor's notice). In addition, it is the student's responsibility to arrange with the instructor for make-up work
Conferences: Out of class essays will be preceded by a conference. Conference attendance is required. Missing a conference will result in a 10-point deduction in your essay grade.
Grading Scale
Quizzes & Homework: =20%
Final Exam (cumulative) =10%
4 Essays (750 words each.) = 40%
Research paper (1500 words) = 30%
A= 90-100
B= 80-89
C= 70-79
D= 60-69
F= 59-0
Extra Credit: Attendance at all meetings of PAGES book club is worth 5 points on your final grade.
Attendence Policy:
More than 4 absences (excused or unexcused) will result in a 5 point reduction in your final grade. Regardless of whether or not students attend a given class meeting, they are entirely responsible for what takes place in class. (E.g. notes, assignments, in-class work, work due, etc.)
CLASS PARTICIPATION POLICY:
Vigorous participation in class discussions and the ability to answer questions correctly are requirements of this course. This means that you must have read the assigned literature before coming to class so that you can participate intelligently in the discussion. It is essential that you make me aware that you are in class and are engaged with the literature being studied.
PLAGIARISM POLICY:
Any of the five major essays found to be partially or wholly plagiarized will result in an F for that essay and an F in the course.
CLASS DISRUPTIONS:
I HAVE A VERY LOW TOLERANCE FOR CELL PHONES. TURN THEM OFF BEFORE WALKING INTO THE CLASSROOM. ANY STUDENT USING A CELL PHONE DURING AN IN-CLASS ESSAY OR QUIZ WILL BE ASSUMED TO BE CHEATING AND RECEIVE AN F FOR THAT ASSIGNMENT. All other electronic devices (including laptops) are prohibited.
Disability statement:
If because of a documented disability you require assistance or reasonable accommodations to complete assigned work (such as note taking, readers, testing, etc.) it is your responsibility to contact the Student Development Office located in U118 either by phone or in person. This should be done as early as possible in the term.
English Composition I Syllabus ENGL 1010
CLEVELAND STATE COMMUNITY COLLEGE
SPRING SEMESTER 2009
ENGLISH 1010
Jayne Hasting
Humanities 113D
Email: jhasting@clevelandstatecc.edu
Phone: 473-2305
Website: http://collegewritingcscc.blogspot.com/ (Location of syllabi and handouts) Only those students without a home computer/printer are permitted to use college facilities to make copies.
Office Hours: MWF: 12:oo-2:00; TR 12:30-12:45
Please speak to me after class if you need to meet at another time.
Required:
Hodges’ Harbrace Handbook 16th ed (available for use in the library only; student ID req.) 9-781413-020625
The Longman Reader 8th ed.(available for use in the library only; student ID req.) 0-321-48173-9
A Narrative of the Life of David Crockett by Himself (available for two day checkout; student id req.) 0-8032-6325-2
Recommended:
college dictionary
*English 1010 introduces students to the college essay, using six major rhetorical strategies, and focusing on argumentation, research, and critical reading skills.
*Students will understand the essay components, the thesis statement, and its development in an academic essay, how to revise and edit their own writing, how to argue a stance and avoid fallacies in logic, have a clear grasp of research and documentation methods, and be able to demonstrate the ability to think, read, and write critically.
Grades:
Students will write six essays totaling 3000 words. Three must be written in class and three out-of-class.
In order to pass the course, the three in-class essays must receive at a minimum a C average.
All six essays must be typed, using MLA style. Other assessments include class participation, group assignments, and quizzes which are given at the beginning of class and cannot be made up, and a journal. The journal will be collected at the end of the course; conferences will occur prior to the due date of each out-of-class essay. Attendance is mandatory. Missing your conference will result in a 10-point deduction in your final grade for that essay; essays turned in with formatting problems will be immediately returned to the student with a deduction of 10 points for being late.
A 90-100; B 80-89; C 70-79; D 60-69; F 59-
Essays 1-5 50%
Essay 6 15%
Homework, Classwork, Quizzes 20%
Journal 5%
Final Exam 10%
Extra Credit: Students who participate in all three PAGES group meetings will have 5 points added to their final grade.
Determination of Essay Grades:
*Rhetoric grade determined by the quality of the student’s essay content;
*Mechanics grade determined by the total points deducted from 100:
Fragments, fused sentences, and verb agreement errors – 5 points
Comma splices, verb forms, and pronoun reference errors – 5 points
Punctuation, spelling, omissions, diction, awkward phrasing, and others – 2 points
Attendance, Participation, Make-up Policy:
*Vigorous participation in class discussions is expected. This means you must read the assigned text before coming to class.
*Students who miss more than six class sessions for any reason will have 5 points deducted from their final grade. An excused absence requires a note; however, you will not be allowed to make up any of your missed assignments except for the six major essays. In order to make up one of the six major essays, you must have proof of an excused absence (death of an immediate family member, you are hospitalized).
Late essays will receive an automatic deduction of 10-points per day. Late work will not be accepted. Late means anytime after the beginning of class. It is the student’s responsibility to keep up with journal entries, readings, and due dates of essays whenever an absence occurs. Please do not call or email asking if we did something the day you were not in class.
Under no circumstances will any work be accepted after Friday, May 1, 2009.
Student Support:
*The Language Arts Learning Center, aka, the writing lab, located in H-225 is a wonderful resource if you are experiencing difficulty with this course. Mrs. Eble, the LALC Specialist, can provide you with computer exercises, as well as individual tutoring.
*Smarthinking.com is another resource which is available to you free online. Live tutoring sessions are available. Finished essays can be submitted for comments. The turn-around time for essays is 24 hours.
Academic Integrity:
Civility and respect for others is a requirement for continued enrollment in this course. Any student found to have wholly or partially plagiarized an essay will receive an F for the essay and the course.
Disability:
If, because of a documented disability students require assistance or reasonable accommodations to complete assigned course work (such as modifications in testing, readers, special equipment) they must register with Disability Support Services and notify the instructor within the first Two weeks of the semester. Disability Support is located in the Office of Student Development and Testing 478-6217.
Electronic Devices:
I have a very low tolerance for cell phones. Turn them off before walking into the classroom. Any student using a cell phone during an in-class essay or quiz will be assumed to be cheating and receive an F for that assignment. All electronic devices, including laptops, are also prohibited.
SPRING SEMESTER 2009
ENGLISH 1010
Jayne Hasting
Humanities 113D
Email: jhasting@clevelandstatecc.edu
Phone: 473-2305
Website: http://collegewritingcscc.blogspot.com/ (Location of syllabi and handouts) Only those students without a home computer/printer are permitted to use college facilities to make copies.
Office Hours: MWF: 12:oo-2:00; TR 12:30-12:45
Please speak to me after class if you need to meet at another time.
Required:
Hodges’ Harbrace Handbook 16th ed (available for use in the library only; student ID req.) 9-781413-020625
The Longman Reader 8th ed.(available for use in the library only; student ID req.) 0-321-48173-9
A Narrative of the Life of David Crockett by Himself (available for two day checkout; student id req.) 0-8032-6325-2
Recommended:
college dictionary
*English 1010 introduces students to the college essay, using six major rhetorical strategies, and focusing on argumentation, research, and critical reading skills.
*Students will understand the essay components, the thesis statement, and its development in an academic essay, how to revise and edit their own writing, how to argue a stance and avoid fallacies in logic, have a clear grasp of research and documentation methods, and be able to demonstrate the ability to think, read, and write critically.
Grades:
Students will write six essays totaling 3000 words. Three must be written in class and three out-of-class.
In order to pass the course, the three in-class essays must receive at a minimum a C average.
All six essays must be typed, using MLA style. Other assessments include class participation, group assignments, and quizzes which are given at the beginning of class and cannot be made up, and a journal. The journal will be collected at the end of the course; conferences will occur prior to the due date of each out-of-class essay. Attendance is mandatory. Missing your conference will result in a 10-point deduction in your final grade for that essay; essays turned in with formatting problems will be immediately returned to the student with a deduction of 10 points for being late.
A 90-100; B 80-89; C 70-79; D 60-69; F 59-
Essays 1-5 50%
Essay 6 15%
Homework, Classwork, Quizzes 20%
Journal 5%
Final Exam 10%
Extra Credit: Students who participate in all three PAGES group meetings will have 5 points added to their final grade.
Determination of Essay Grades:
*Rhetoric grade determined by the quality of the student’s essay content;
*Mechanics grade determined by the total points deducted from 100:
Fragments, fused sentences, and verb agreement errors – 5 points
Comma splices, verb forms, and pronoun reference errors – 5 points
Punctuation, spelling, omissions, diction, awkward phrasing, and others – 2 points
Attendance, Participation, Make-up Policy:
*Vigorous participation in class discussions is expected. This means you must read the assigned text before coming to class.
*Students who miss more than six class sessions for any reason will have 5 points deducted from their final grade. An excused absence requires a note; however, you will not be allowed to make up any of your missed assignments except for the six major essays. In order to make up one of the six major essays, you must have proof of an excused absence (death of an immediate family member, you are hospitalized).
Late essays will receive an automatic deduction of 10-points per day. Late work will not be accepted. Late means anytime after the beginning of class. It is the student’s responsibility to keep up with journal entries, readings, and due dates of essays whenever an absence occurs. Please do not call or email asking if we did something the day you were not in class.
Under no circumstances will any work be accepted after Friday, May 1, 2009.
Student Support:
*The Language Arts Learning Center, aka, the writing lab, located in H-225 is a wonderful resource if you are experiencing difficulty with this course. Mrs. Eble, the LALC Specialist, can provide you with computer exercises, as well as individual tutoring.
*Smarthinking.com is another resource which is available to you free online. Live tutoring sessions are available. Finished essays can be submitted for comments. The turn-around time for essays is 24 hours.
Academic Integrity:
Civility and respect for others is a requirement for continued enrollment in this course. Any student found to have wholly or partially plagiarized an essay will receive an F for the essay and the course.
Disability:
If, because of a documented disability students require assistance or reasonable accommodations to complete assigned course work (such as modifications in testing, readers, special equipment) they must register with Disability Support Services and notify the instructor within the first Two weeks of the semester. Disability Support is located in the Office of Student Development and Testing 478-6217.
Electronic Devices:
I have a very low tolerance for cell phones. Turn them off before walking into the classroom. Any student using a cell phone during an in-class essay or quiz will be assumed to be cheating and receive an F for that assignment. All electronic devices, including laptops, are also prohibited.
Developmental Writing Syllabus DSPW 0800
CLEVELAND STATE COMMUNITY COLLEGE
DSPW 0800 DEVELOPMENTAL WRITING SEC. 101 & 102
SPRING 2009
Jayne Hasting jhasting@clevelandstatecc.edu Humanities 113D 473-2305
Office Hours: MWF: 12-2; TR: 12:30-1:15
Website: http://collegewritingcscc.blogspot.com/ Location of syllabi and handouts for this course Only those students without a home computer/printer are permitted to copy this syllabus and handouts using college facilities.
Required:
Writing First 3rd ed. (available for use in the library only; student ID req.)
Tuesday’s with Morrie (available for 2 day check out in library; student ID req.)
Students are expected to bring their textbook, paper, and pen or pencil to class beginning with the first class meeting.
This course will cover essay reading, writing skills, grammar, and editing skills. All graded work must be returned to the instructor and kept in a folder.
Upon completion of this course, students will know how to develop ideas for writing, be able to write a coherent paragraph, use formal, academic English, vary writing according to purpose and audience, rewrite and edit their own writing, and write a college-level essay.
Assignments will include class work, homework, quizzes, two typed in-class essays, and two typed essays written out-of-class. *Conferences are required for each out of class essay. The final exam will be cumulative.
GRADES:
Students must have a C average (75 or higher) and must write all four essays in order to pass this course. Any essay found to be wholly or partially plagiarized will receive an F and the student will automatically fail the course.
A 93-100; B 83-92; C 82-75; F below 75
Essays 1-3 45%
Essay 4 25%
Class/Homework/Quizzes 20%
Final Exam 10%
Extra Credit Opportunity:
Students who participate in the reading scholarship program in conjunction with the writing lab will have 5 points added to their final grade. (10 book minimum)
ATTENDANCE
More than four absences (excused or unexcused) for Section 102 or more than six absences for Section 101 will result in 5 points being deducted from the final grade.
Conference attendance is mandatory. Missing a conference will result in a 10-point deduction in that essay’s grade.
No late work other than the four major essays will be accepted. No class/homework/quizzes can be made up in this course no matter what the reason for the absence. A late essay will receive a 10 point deduction per day.
Under no circumstances will any work be accepted after Friday, May 1, 2009.
Student Support:
The Language Arts Learning Center aka. the writing lab, in H225 is a wonderful resource if you are experiencing difficulty with this course. Mrs. Eble, the LALC manager, can provide you with computer exercises, as well as individual tutoring.
Smarthinking.com is another resource which is available to you free online. Live tutoring sessions are available. Finished essays are accepted for comments. The turn around time for essays is 24 hours.
Disability Statement:
If, because of a documented disability, students require assistance or reasonable accommodations to complete assigned course work they must register with Disability Support Services and notify the instructor within the first two weeks of the semester. Disability Support can be reached at 478-6217.
Academic Integrity:
Academic dishonesty (plagiarism) will be grounds for failing the course. Civility and respect for others is a requirement for continued enrollment in this course.
Electronic Devices:
I have a very low tolerance for cell phones. Turn them off before walking into the classroom. Any student using a cell phone during an in-class essay or quiz will be assumed to be cheating and receive an F for that assignment. Laptops may not be used in this course.
DSPW 0800 DEVELOPMENTAL WRITING SEC. 101 & 102
SPRING 2009
Jayne Hasting jhasting@clevelandstatecc.edu Humanities 113D 473-2305
Office Hours: MWF: 12-2; TR: 12:30-1:15
Website: http://collegewritingcscc.blogspot.com/ Location of syllabi and handouts for this course Only those students without a home computer/printer are permitted to copy this syllabus and handouts using college facilities.
Required:
Writing First 3rd ed. (available for use in the library only; student ID req.)
Tuesday’s with Morrie (available for 2 day check out in library; student ID req.)
Students are expected to bring their textbook, paper, and pen or pencil to class beginning with the first class meeting.
This course will cover essay reading, writing skills, grammar, and editing skills. All graded work must be returned to the instructor and kept in a folder.
Upon completion of this course, students will know how to develop ideas for writing, be able to write a coherent paragraph, use formal, academic English, vary writing according to purpose and audience, rewrite and edit their own writing, and write a college-level essay.
Assignments will include class work, homework, quizzes, two typed in-class essays, and two typed essays written out-of-class. *Conferences are required for each out of class essay. The final exam will be cumulative.
GRADES:
Students must have a C average (75 or higher) and must write all four essays in order to pass this course. Any essay found to be wholly or partially plagiarized will receive an F and the student will automatically fail the course.
A 93-100; B 83-92; C 82-75; F below 75
Essays 1-3 45%
Essay 4 25%
Class/Homework/Quizzes 20%
Final Exam 10%
Extra Credit Opportunity:
Students who participate in the reading scholarship program in conjunction with the writing lab will have 5 points added to their final grade. (10 book minimum)
ATTENDANCE
More than four absences (excused or unexcused) for Section 102 or more than six absences for Section 101 will result in 5 points being deducted from the final grade.
Conference attendance is mandatory. Missing a conference will result in a 10-point deduction in that essay’s grade.
No late work other than the four major essays will be accepted. No class/homework/quizzes can be made up in this course no matter what the reason for the absence. A late essay will receive a 10 point deduction per day.
Under no circumstances will any work be accepted after Friday, May 1, 2009.
Student Support:
The Language Arts Learning Center aka. the writing lab, in H225 is a wonderful resource if you are experiencing difficulty with this course. Mrs. Eble, the LALC manager, can provide you with computer exercises, as well as individual tutoring.
Smarthinking.com is another resource which is available to you free online. Live tutoring sessions are available. Finished essays are accepted for comments. The turn around time for essays is 24 hours.
Disability Statement:
If, because of a documented disability, students require assistance or reasonable accommodations to complete assigned course work they must register with Disability Support Services and notify the instructor within the first two weeks of the semester. Disability Support can be reached at 478-6217.
Academic Integrity:
Academic dishonesty (plagiarism) will be grounds for failing the course. Civility and respect for others is a requirement for continued enrollment in this course.
Electronic Devices:
I have a very low tolerance for cell phones. Turn them off before walking into the classroom. Any student using a cell phone during an in-class essay or quiz will be assumed to be cheating and receive an F for that assignment. Laptops may not be used in this course.
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