Course Description (from SGU 2000-2001 catalog): EN 1113 English Composition Effective written communication is at the basis of academic and occupational success. In English Composition I, students study the writing process to communicate effectively and creatively. Major components include language facility, and development of the sentence, paragraph, essay and research paper.

Mission Statement: Using a writing as process approach, this course prepares the college student for academic writing and research. The course provides students the opportunity to understand the process of movement from idea to completed product. The expository essay and research techniques are the particular focus of this course. It is followed in the general degree plan by courses which build upon the elements of essay construction and research covered in this course.

Instructor Information:  Office 311 Phone extension: 5181 Phone: 878-5181

Email address: mksalwierak@sgc.edu You may call me at home before 10:00 PM

My teaching schedule is as follows:

M-W-F English Composition I 10:00-10:50 
M-W-F English Composition I 11:00-11:50 
M-W-F Literature for Young Adults  1:00-1:50
W  Professional Mentoring Team  12:30-1:20
T Th Foundations 9:30-10:45 

Office Hours: M-W-F 9:00-10:00 and M-F 2:00-3:00   I am available for appointments whenever I am not in class or in meetings.  As the semester proceeds, I may have to adjust the scheduled office hours. Note that changes will be posted on my office door.

I have been teaching freshman composition at SGU since the mid-70's. I find the course exciting and ever-changing. The students in each class make it unique and help determine its flavor and success. When students encourage and challenge one another, everyone benefits. My particular strength as writing coach is to "listen" closely to what you say in writing and to suggest means to improve your communication to meet your audience's needs.

Objectives: By the end of the semester the student will be able to:

Assessment: At the beginning of the semester, each student will self-assess his/her knowledge of the writing process. Each student will write an essay to provide a sample of current writing skill level. After analyzing the sample, the student will set goals for the semester.  Each student will meet with the instructor within the first two weeks of the academic year to discuss the assessment and the goals.

At the end of the semester, the same process will be used. In addition, the student will write a paper describing changes in his/her writing process, writing skills and writing style. (Most of this analysis will appear in the student writing portfolio, submitted for faculty review.)

Formative assessment will include essays with instructor and peer commentaries, and tests or quizzes as needed.

Kerrigan, William J., and Allan A. Metcalf. Writing to the Point. 4^th ed. New York:
          HBJ, 1987.  (ISBN 0-15-598313-X)

Lester, James. Writing Research Papers: A Complete Guide. 9^th ed. New York:
          Longman, 1999.  (ISBN 1-321-04978-0)

A binder/folder for the writing portfolio
A notebook or binder for informal writings and journal responses
Paper and pens

Internet Resources:

http://www.researchpaper.com/

http://www.dla.utexas.edu/depts/drc/othersites.html

Ask Miss Grammar http://www.protrainco.com/info/noframes/grammar.htm

Collection of Scholarly Research on Online Writing Labs http://owl.english.purdue.edu/owls/owl-bib.html

Composition Links http://www.cod.edu/dept/KiesDan/

Grammar and Style Notes http://www.english.upenn.edu/~jlynch/grammar.html

Grammar Hotline Directory http://www.tc.cc.va.us/vabeach/writcent/hotline.html

Internet Search Tools http://owl.english.purdue.edu/netsearch/introduction.html

Mama's Hot 100 Grammar Goofs http://www.unl.edu/mama/grammar/MAMAhot100.htm

Resume Workshop http://owl.english.purdue.edu/Files/Resume.html

1. Attend classes regularly.
2. Meet with the instructor for a short individual conference at the beginning and end of the semester.
3. Read and note assigned material.
4. Expect a quiz or discussion on assigned reading material.
5. Meet with instructor as requested.
6. Complete written assignments by the deadline given. Often, class time is spent reviewing or revising written assignments.
7. Complete research work as assigned.
8. Develop an annotated bibliography.
9. Complete a writing portfolio for submission to the faculty.
10. Take exams as scheduled.

The teacher will facilitate discussion of the purpose of writing and audience as it relates to each formal assignment. Read the Traits description and see the scoring grid used for grading. The class, with the instructor, will determine the basis for evaluation and the evaluation criteria when possible. Development of evaluation rubrics will thus become a part of the writing process. As developed, they will be added to the official syllabus.  

Instructor and University Policies:

Attendance: I expect you to attend each class. If you should be unable to attend a class, please inform me as soon as possible. Failure to attend class three times will warrant an "Absence Warning." (Note that while you are encouraged to explain a necessary absence, I do not distinguish between "excused" and "unexcused" absences for the purpose of this warning.) Failure to amend truant behavior may result in expulsion from the class. You are responsible for material covered in your absence. I recommend that you see me to determine how to cover the material.

Assignments:

Form: Informal assignments may be written in ink or typed. (I recommend that you bring your laptop to class for these informal writings.) Formal assignments must be typed, double spaced in 12 or 14-point font size.

Deadlines: Late assignments will receive a grade reduction of 2.5% per calendar day. Assignments that are more than two weeks late are not accepted for any credit. Any extensions to due dates must be requested one class day in advance.

 Re-writes: A student may rewrite an assignment after consultation with the instructor. Simple grammatical corrections do not constitute a rewrite. The student and instructor, during the consultation, will determine a deadline and grade expectations for the rewritten material.

Plagiarism: I expect that the work you turn in is your own. If you use material from the work of another, (student or professional), you must properly cite that material. Failure to cite may earn you a failing grade for the assignment.

ADA: Requests from individuals with disabilities for accommodations necessary for access to campus events, programs, and services should be made in advance by contacting the Americans with Disabilities Act Coordinator at 878-5152.