Tuesday, May 2, 2023
Saturday, September 16, 2017
College Writing Seminar Fall 2022 Tues/Thursday
College Writing Seminar/ Professor Doug Holder/Bunker Hill Community College Fall2022
BUNKER HILL COMMUNITY COLLEGECOLLEGE WRITING I (ENG 111)
FALL 2021
Title: College Writing I
Course & Section: ENG 111
Schedule: Fridays: 8:30AM to 9:45 AM
Instructor: Doug Holder
Office/Telephone #: 617-628-2313
Email: dougholder@post.harvard.edu
Office Hours: By appointment
Required Text: No required text.
Suggested Text: Hacker Diana, Sommers, Nancy. "A Pocket Style Manual" 8th ed. Bedford/St. Martin's: Boston, 2018.
Welcome to College Writing I! This course information handout should provide all the specific information you need about the course – what it is, what the requirements are, and so on. This is an important document. Do not lose it! Keep it someplace where you can find it easily. Let’s begin with the course description as found in the catalog.
CATALOG COURSE DESCRIPTION
This course emphasizes writing as a process, from planning and drafting through revising and editing. Using personal experience, readings, and other sources, students will write unified, coherent, well-developed essays and will practice paraphrasing, summarizing and using sources responsibly.
A student must pass the College Writing Exam and earn a grade of “C” or better in College Writing I to be eligible to take College Writing II. This course meets General Education Core Requirement 1. Prerequisite: Placement or grade of “C” or better in (ENG095) Writing Skills II.
In addition to the catalog description, the English Department has this to say about College Writing I:
College Writing I should provide students with the opportunity to integrate reading and writing and to develop critical thinking skills. This means providing a series of structured reading and writing experiences as students move through a process of forming their own ideas and evaluating the ideas of others.
This leads us to the specific objectives established by the English Department:
COURSE OBJECTIVES
By the end of the course you should be able to:
• read and demonstrate comprehension of a text by annotating, paraphrasing, and summarizing.
• respond to a text by relating it to personal experience and insight.
• analyze a text by differentiating fact from opinion and identifying the author’s point of view.
• compare two texts that address a common issue yet express opposing points of view.
• employ the writing process to plan and develop a thoughtful essay of several paragraphs that integrates your own ideas with the ideas of others.
• incorporate a secondary source into your own writing by quotation or paraphrase.
• work with various rhetorical modes (such as narration, description, definition, comparison/contrast, cause/effect, etc.) and use them in an essay.
• locate information in the library and on the Internet.
• revise your writing for effective structure, support, and coherence.
• edit and proofread your writing for correct grammar, syntax, punctuation, and spelling.
How will you accomplish these objectives?
WRITING ASSIGNMENTS
Put simply, the best way to learn to write is to write; consequently, students in this class will spend a lot of time writing and rewriting. You will write four essays over the course of the semester.
Each assignment requires a variety of activities as you move through the planning, drafting, revising, editing, and proofreading stages. During this course, each student will assemble all of his or her written material in a portfolio, which is due on the final day of class. The writing assignments follow:
Format: Essays must be submitted in 12-point Times New Roman font on white unlined 8 ½ X 11" paper with approximately 1-inch margins and page numbers. Always double-space and follow page-count requirements.
Word Processing Requirement: The four major essays in this course must be typed – that is, they are to be written on a computer. Handwritten essays will not be accepted, but this requirement does not apply to in-class writing exercises. If you do not have access to a computer, please let the instructor know immediately.
IMPORTANT: For every class that a writing assignment is late, one-quarter point will be deducted from the grade. Writing assignments that are more than two weeks late will not be accepted. Writing portfolios must be submitted by the last day of class and will not be accepted late.
EVALUATION AND ASSESSMENT
Students will be evaluated and assessed on an ongoing basis throughout the course based on the quality of their work in writing assignments, classroom discussion and activities, and on their attendance.
A writing assignment may require multiple drafts before the instructor considers it ready for a grade. If a student is unhappy with his or her grade on an essay, he or she is free to rewrite the same essay once in an effort to receive a higher grade. Any rewritten essay can be submitted up until the end of the last class before final exam week. In-class exercises will be marked completed or not completed, which can also effect your overall grade. The grading criteria for essays is based on the attached rubric and will be reviewed in more detail during class.
Major Papers 60%
Class Participation 40%
Final Exam
All major papers will be 1,000 words
TOTAL 100 POINTS
The total number of points equates to the following letter grades:
94 to 100 A
90 to 93 A -
87 to 89 B+
84 to 86 B
80 to 83 B -
77 to 79 C+
70 to 76 C
60 to 69 D
59 and below F
READING ASSIGNMENTS
Contrary to popular opinion, reading is NOT a passive activity. It is supremely active, incorporating a wide variety of critical thinking skills. Students must set aside enough time on a weekly basis to fully absorb the textbook readings and class handouts.
PARTICIPATION
All students are expected to fully participate in class. This means arriving prepared to discuss the assigned readings, work on essays, and take part in activities. During class discussions, some students will inevitably voice strong opinions. That is fine. But all disagreements must be expressed in a polite and mature manner.
CLASSROOM CONDUCT
College is a place for learning, so distractions will not be tolerated. Unacceptable behavior will result in a zero for the day and, if necessary, removal from class. The use of cell-phones, iPods, palm pilots, pagers, walkie-talkies, cameras, and other communication devices is not permitted in class.
ATTENDANCE
Attendance is important! The best policy is not to miss any classes. After the third absence, you will receive a warning. After the fourth absence, your final grade will be reduced by a minimum of one-half letter. After the fifth absence, your final grade will be reduced by a minimum of one full letter. Any student who misses more than five classes will not receive a passing grade for the course.
Absenteeism or tardiness does not excuse a student from any classroom work or homework assignments.
A WORD ABOUT PLAGIARISM
An important part of this course (and almost every college course) is reading and responding to written texts. As a result, you will often need to incorporate other people’s ideas into your own writing. If any part of your paper is based on a source, you must give proper credit. If you don’t, you have committed an act of plagiarism. This is serious.
To guard against plagiarism, you need to know what it is. There are basically three types of plagiarism. The first and most obvious type is copying word for word from a source without using quotation marks. The second kind of plagiarism is summarizing or paraphrasing the ideas of an author without giving credit. Additionally, a third type of plagiarism that students must be aware of is using an editor, whether a friend, family member, or tutor. While it is acceptable, even encouraged, to solicit input about one’s writing, if a paper does not reflect the knowledge and/or style of the student author, plagiarism may be the result.
The bottom line is this: you must give credit where credit is due. You must not take credit for work that is not your own. Improper or inadequate documentation will often lower a paper’s score. In case of plagiarism, no credit is given for a paper.
ALWAYS ,ALWAYS. ALWAYS credit your sources!
POLICY FOR INDIVIDUALS WITH A DISABILITY
Bunker Hill Community College is committed to providing equal access to the educational experience of all students in compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Any student with a documented disability requiring an accommodation should speak immediately to the professor. Students with disabilities who have not already done so should schedule an appointment at the Office for Students with Disabilities (Room D106A) in order to obtain appropriate services.
Schedule for Semester
See handout for each unit for specific details of the assignments and specific due dates.
Week One Course introduction
Week Two
Week Three
Week Four
Week Five
Week Six Unit Two: Explaining a Concept
Week Seven
Week Eight
Week Nine Unit Three: Arguing a Position
Week Ten
Week Eleven
Week Twelve Unit Four: Proposing a Solution
Week Thirteen
Week Fourteen First try on “exit exam.”
Week Fifteen Second try on exit exam, if needed.
Portfolio turned in.
College Writing and General Education
As a student at Bunker Hill Community College, you will need to earn 22 credits in general education to earn your associate’s degree. Six of those credits comprise “Requirement Area 1,” which requires that you take College Writing I and College Writing II. Most students fulfill the other sixteen credits by selecting one course from each of the five other general education menus.
Each menu focuses on a single requirement area: Individual and Society, World View, Quantitative Thought, Science and Technology, or Humanities. Each requirement area has its own specific set of competencies that must be addressed. In addition, all courses, regardless of requirement area, will address the core competencies of critical thinking and writing.
What makes Requirement Area 1 unique is that its primary focus is the two core competencies. Here is the description for the general education College Writing requirement:
This requirement area emphasizes the two core competencies: critical thinking and writing. Upon completing this requirement, a student will approach writing as a process, from planning and drafting through revising and editing. A student will write coherent, well-developed essays, research papers, argumentative essays, and critical analyses while summarizing and using sources responsibly. Students will use computers to write and revise their work and to conduct research.
Let’s look at the competencies established in each of these areas. These are the competencies for critical thinking:
The ability to interpret, analyze, synthesize, and evaluate information from multiple sources in a logical and coherent manner.
• A student can interpret data logically by selecting and organizing relevant facts and opinions and identifying the relationships among them.
• A student can analyze an issue or problem by separating it into component parts and investigating the relationship of the parts to the whole.
• A student can synthesize data by combining ideas from multiple sources to come to an independent conclusion.• A student can evaluate data by making informed judgments as to whether the data are accurate, reliable or useful.
All of the writing assignments that you will work through over the course of the semester are designed to address these critical thinking competencies. These are the general education competencies for writing:
The ability to write an organized focused composition that demonstrates a clear understanding of the subject matter.
• A student approaches writing as a process, which proceeds from determining audience and purpose, through idea gathering, planning, writing and revising, to editing a final draft.
• A student can write a composition that is well-focused, well-organized, and well-developed; uses language appropriate to the audience and writing situation; and demonstrates a clear understanding of the subject under discussion.
• A student effectively incorporates information from other sources, using quotation and paraphrase, and gives credit to such sources in an appropriate manner.
Each writing assignment of the semester is designed to promote the acquisition of these competencies. Please review the parts of this syllabus that identify the kinds of writing you will do and the number of writing assignments required. It should be clear that critical thinking and writing are intertwined in this course; thus virtually your entire grade will be based on your attainment of these skills. This means nearly 100% of your final grade will in be based on how well you think and how well you write. Remember, too, that you must pass the College Writing exam, which is tied directly to the core competencies of critical thinking and writing.
There are two additional general education competencies specified for this requirement area.
• A student can prepare a document using a word processing application.
• A student can obtain, organize, and evaluate information obtained via the Internet.
In order to address the word-processing competency, the English Department requires that all formal essays be submitted as word-processed documents.
In addition, at least one of your assignments in College Writing I and at least two assignments in College Writing II (including the research paper) will be based on obtaining, organizing and evaluating information from the Internet.
Sept 6, 2022
Introduction-
Due next class:
TOTAL 100 POINTS
The total number of points equates to the following letter grades:
94 to 100 A
90 to 93 A -
87 to 89 B+
84 to 86 B
80 to 83 B -
77 to 79 C+
70 to 76 C
60 to 69 D
59 and below F
READING ASSIGNMENTS
Contrary to popular opinion, reading is NOT a passive activity. It is supremely active, incorporating a wide variety of critical thinking skills. Students must set aside enough time on a weekly basis to fully absorb the textbook readings and class handouts.
PARTICIPATION
All students are expected to fully participate in class. This means arriving prepared to discuss the assigned readings, work on essays, and take part in activities. During class discussions, some students will inevitably voice strong opinions. That is fine. But all disagreements must be expressed in a polite and mature manner.
CLASSROOM CONDUCT
College is a place for learning, so distractions will not be tolerated. Unacceptable behavior will result in a zero for the day and, if necessary, removal from class. The use of cell-phones, iPods, palm pilots, pagers, walkie-talkies, cameras, and other communication devices is not permitted in class.
ATTENDANCE
Attendance is important! The best policy is not to miss any classes. After the third absence, you will receive a warning. After the fourth absence, your final grade will be reduced by a minimum of one-half letter. After the fifth absence, your final grade will be reduced by a minimum of one full letter. Any student who misses more than five classes will not receive a passing grade for the course.
Absenteeism or tardiness does not excuse a student from any classroom work or homework assignments.
A WORD ABOUT PLAGIARISM
An important part of this course (and almost every college course) is reading and responding to written texts. As a result, you will often need to incorporate other people’s ideas into your own writing. If any part of your paper is based on a source, you must give proper credit. If you don’t, you have committed an act of plagiarism. This is serious.
To guard against plagiarism, you need to know what it is. There are basically three types of plagiarism. The first and most obvious type is copying word for word from a source without using quotation marks. The second kind of plagiarism is summarizing or paraphrasing the ideas of an author without giving credit. Additionally, a third type of plagiarism that students must be aware of is using an editor, whether a friend, family member, or tutor. While it is acceptable, even encouraged, to solicit input about one’s writing, if a paper does not reflect the knowledge and/or style of the student author, plagiarism may be the result.
The bottom line is this: you must give credit where credit is due. You must not take credit for work that is not your own. Improper or inadequate documentation will often lower a paper’s score. In case of plagiarism, no credit is given for a paper.
ALWAYS ,ALWAYS. ALWAYS credit your sources!
POLICY FOR INDIVIDUALS WITH A DISABILITY
Bunker Hill Community College is committed to providing equal access to the educational experience of all students in compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Any student with a documented disability requiring an accommodation should speak immediately to the professor. Students with disabilities who have not already done so should schedule an appointment at the Office for Students with Disabilities (Room D106A) in order to obtain appropriate services.
Schedule for Semester
See handout for each unit for specific details of the assignments and specific due dates.
Week One Course introduction
Week Two
Week Three
Week Four
Week Five
Week Six Unit Two: Explaining a Concept
Week Seven
Week Eight
Week Nine Unit Three: Arguing a Position
Week Ten
Week Eleven
Week Twelve Unit Four: Proposing a Solution
Week Thirteen
Week Fourteen First try on “exit exam.”
Week Fifteen Second try on exit exam, if needed.
Portfolio turned in.
College Writing and General Education
As a student at Bunker Hill Community College, you will need to earn 22 credits in general education to earn your associate’s degree. Six of those credits comprise “Requirement Area 1,” which requires that you take College Writing I and College Writing II. Most students fulfill the other sixteen credits by selecting one course from each of the five other general education menus.
Each menu focuses on a single requirement area: Individual and Society, World View, Quantitative Thought, Science and Technology, or Humanities. Each requirement area has its own specific set of competencies that must be addressed. In addition, all courses, regardless of requirement area, will address the core competencies of critical thinking and writing.
What makes Requirement Area 1 unique is that its primary focus is the two core competencies. Here is the description for the general education College Writing requirement:
This requirement area emphasizes the two core competencies: critical thinking and writing. Upon completing this requirement, a student will approach writing as a process, from planning and drafting through revising and editing. A student will write coherent, well-developed essays, research papers, argumentative essays, and critical analyses while summarizing and using sources responsibly. Students will use computers to write and revise their work and to conduct research.
Let’s look at the competencies established in each of these areas. These are the competencies for critical thinking:
The ability to interpret, analyze, synthesize, and evaluate information from multiple sources in a logical and coherent manner.
• A student can interpret data logically by selecting and organizing relevant facts and opinions and identifying the relationships among them.
• A student can analyze an issue or problem by separating it into component parts and investigating the relationship of the parts to the whole.
• A student can synthesize data by combining ideas from multiple sources to come to an independent conclusion.• A student can evaluate data by making informed judgments as to whether the data are accurate, reliable or useful.
All of the writing assignments that you will work through over the course of the semester are designed to address these critical thinking competencies. These are the general education competencies for writing:
The ability to write an organized focused composition that demonstrates a clear understanding of the subject matter.
• A student approaches writing as a process, which proceeds from determining audience and purpose, through idea gathering, planning, writing and revising, to editing a final draft.
• A student can write a composition that is well-focused, well-organized, and well-developed; uses language appropriate to the audience and writing situation; and demonstrates a clear understanding of the subject under discussion.
• A student effectively incorporates information from other sources, using quotation and paraphrase, and gives credit to such sources in an appropriate manner.
Each writing assignment of the semester is designed to promote the acquisition of these competencies. Please review the parts of this syllabus that identify the kinds of writing you will do and the number of writing assignments required. It should be clear that critical thinking and writing are intertwined in this course; thus virtually your entire grade will be based on your attainment of these skills. This means nearly 100% of your final grade will in be based on how well you think and how well you write. Remember, too, that you must pass the College Writing exam, which is tied directly to the core competencies of critical thinking and writing.
There are two additional general education competencies specified for this requirement area.
• A student can prepare a document using a word processing application.
• A student can obtain, organize, and evaluate information obtained via the Internet.
In order to address the word-processing competency, the English Department requires that all formal essays be submitted as word-processed documents.
In addition, at least one of your assignments in College Writing I and at least two assignments in College Writing II (including the research paper) will be based on obtaining, organizing and evaluating information from the Internet.
Sept 6, 2022
Introduction-
Due next class:
Read Obit of Bill Russel https://www.theringer.com/nba/2022/8/1/23286921/bill-russell-celtics-obituary
CLASS 2-- Sept 8
Discussion of homework.
Discussion of focus in paper.
Grammar problems.
Due next class:
Read:
CLASS 3-- Sept 15
Discussion of thesis statement.
Discussion of reading
Due next class:
CLASS 2-- Sept 8
Discussion of homework.
Discussion of focus in paper.
Grammar problems.
Due next class:
Read:
CLASS 3-- Sept 15
Discussion of thesis statement.
Discussion of reading
Due next class:
Read: "Terminal Lounge" by John Sayles
CLASS 4-- Sept 20
Discussion of paragraph transitions.
Grammar problems. Discussion of run-on sentences.
Discussion of reading.
Due next class:
Draft of Memoir Paper
Read: "Girl" by Jamaica Kincaid
CLASS Sept 22
Discussion of Draft
Discussion of reading: Concept Paper
In class writing.
Due next class:
Memoir paper due.
Class 6-- Sept. 27
Discussion of Memoir
Due next class:
Read : My First Conk by Malcolm X f
Prepare for in class essay on above essay.
CLASS 7-- Sept 29
Discussion of reading
Discussion of research
Due next class:
Read " One Flew Over the Cuckoo's Nest" by Ken Kesey
CLASS 8 -- Oct 6
Discussion of Reading
Due next class:
Read : "The Car" by Harry Crews
CLASS 9-- Oct 11
NO CLASS
Due next class
"Only the Dead Know Brooklyn" Thomas Wolfe
https://www.newyorker.com/magazine/1935/06/15/only-the-dead-know-brooklyn
CLASS 10: Oct. 13
CLASS 9-- Oct 11
NO CLASS
Due next class
"Only the Dead Know Brooklyn" Thomas Wolfe
https://www.newyorker.com/magazine/1935/06/15/only-the-dead-know-brooklyn
CLASS 10: Oct. 13
Discussion of Reading
Discussion of Concept Paper
Discussion of reading
Assignment:
Assignment:
Draft of Concept Paper
CLASS 11-- Oct 18
CLASS 11-- Oct 18
Discussion of drafts
Assignment
Read: "Fight Club"
CLASS 11 -- Oct 20
Draft of Concept Paper Due Back......
Due Next Class:
CLASS 11 -- Oct 20
Draft of Concept Paper Due Back......
Due Next Class:
Final Concept paper due.
Read: "Jew Boy" by Alan Kaufman
Class 12 Oct. 25
Discussion of Reading.
Hand in Concept Paper
Assignment:
Class Conference
Class Conference
CLASS 13 Oct. 27
CLASS CONFERENCE
ASSIGNMENT:
" Interview with Tupac Shakur"
CLASS 14: Nov. 1
CLASS 14: Nov. 1
Discussion of Reading
Discussion of Argument Paper
ASSIGNMENT:
" If He Hollers Let Him Go" by Chester Himes
CLASS 15: Nov. 3
Discussion of Story
Argument paper discussion
ASSIGNMENT:
Draft of your Argument paper
Class 16: Nov. 8
Discussion of your draft
ASSIGNMENT:
Read: James Brown: The Godfather of Soul
Final Draft of Argument Paper
Class 17: Nov. 10
Discussion of Solution Paper
Assignment:
Read
" American Dream" by Norman Mailer
Class 18: Nov. 15
Discussion of reading
Assignment
Read: Collyer Brothers https://eng101exercises.blogspot.com/2011/04/collyer-brothers-of-harlem.html
Class 19: Nov. 17
Assignment
Read: Midnight Cowboy in Outlaw Bible
Class 20: Nov. 22
Discussion of Reading:
More discussion of Solution paper
Assignment
Class 21: Nov. 24 No Class
Assignment:
Draft of Solution Paper
Class 22: Nov. 29
Discussion of the Draft of the Solution paper.
Assignment:
Class Conference
Class 23 Dec. 1
Class Conference
Assignment:
Solution paper due
Class 24 Dec. 6 Video presentation Amari Bakara https://www.youtube.com/watch?v=VfaLDvvM7S4
Assignment
350 word thesis paper on film
Class 25 Dec. 8
Discussion of thesis paper
Class 26 Dec. 13 Practice Exam
Class 27 Dec. 15 First Exam
Class 28 Dec. 20 Last Chance
Final Exam
Wednesday, July 26, 2017
Sunday, August 1, 2010
College Writing Seminar/ Professor Doug Holder/Bunker Hill Community College Fall 2017
* Syllabus subject to change.
.
Due Next Class:
First Exam
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* Syllabus subject to change. . Due Next Class: First Exam
