Course Description (from SGU 2000-2001 catalog): EN 1113 English Composition I

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

My teaching schedule is as follows:
M-W-F English Composition I 9:00-9:50 Room 305
M-W-F English Composition I 10:00-10:50 Room 305
T Th Foundations 9:30-10:45 Room 302
T Th Foundations 1:00-2:15 Room 302
W Mentoring Team 12:30-1:50 Room 306
Th Fundamentals of Swimming 3:00-3:50 MAC pool

Office Hours: M-W-F 11:00-12:00
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:

• Use a variety of pre-writing exercises as part of the process of writing.
• Plan and write a unified, developed, and coherent expository essay.
• Use effective and varied sentences in unified, coherent paragraphs that are reasonably free from grammatical errors.
• Revise, edit, and proofread a paper.
• Use reading and personal experiences as a basis for writing.
• Use library resources, interviews, Internet resources, and databases for research.
• Cite sources and follow a style sheet format in writing a documented paper or synthesis.

Assessment: At the beginning of the semester, each student will self-assess his/her knowledge of the writing process. In addition, 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.

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 0-321-04978-0)

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

Internet Resources:

1. Attend classes regularly.
2. Read and note assigned material.
3. Expect a quiz or discussion on assigned reading material.
4. Complete written assignments by the deadline given. Often, class time is spent reviewing or revising written assignments.
5. Complete research work as assigned.
6. Develop an annotated bibliography.
7. Complete a writing portfolio for submission to the faculty.
8. Take exams as scheduled.

40% Essays (formal, graded)
35% Annotated bibliography, research based writings
5% Oral presentation(s)
10% Informal writings, journal responses, peer review, attendance and participation, quizzes
5% Final exam, goal setting and self assessment
5% Writing portfolio

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

Outline for the Course (This outline will be modified as needed):

Date Assignment Due Class Activity

Key: Objectives covered - How they are covered - How they will be evaluated

0. The program prepares students who will possess knowledge and understanding of the English language arts, including:
3. English grammar - review of common grammar errors, combining sentences, seven rules of explicit reference, linking sentences, paragraphs, revision exercises - conferences for feedback and written commentary on written work

2.1.5 Various purposes of language - noting characteristics of diction in different essays - both personal and professional - participation in discussion evaluation of written work, writing portfolio

1. The program prepares students who will possess knowledge and understanding of the reading process, including

1. ways students respond to literature - relating work to personal experience, reading professional essays, defining and noting elements of the essay - journal responses, participation in class discussion and evaluation of written products
2. ways students read for different purposes - identifying elements of genre, noting and modeling elements of style in works, examining the diction of different genres, researching topics, writing summaries, critiques - evaluation of written work and participation in discussion

2. The program engages students in the practice of oral and written composition and prepares students who will possess knowledge and understanding of:

2. different forms of oral and written discourse - peer/instructor critiques, research paper, oral presentation of research - evaluation of presentation, product or paper
3. writing for different purposes - original works, peer and instructor critiques, research techniques, exercises in different styles of writing (narrative, descriptive, expository, argument), Writer's Portfolio - student writing, student assessment of writing purpose related to products, evaluation of written product
4. writing for different audiences - research techniques, original essays, peer-instructor critiques - student analysis of writing product in terms of audience recognition and intended goals