W3 = Preview (Days 11 - 15)

Classroom

Monday - Homework assignment check off, Journal Entry #2 (Informative Essay)
Tuesday - Preview of History Journal Entry
Wednesday - In class drill on chapters 1&2
Thursday - Writing Lab (pending approval), Begin reading chapters 3&4
Friday - Library Research Visit (relates to Journal Entry #2 - seeking supportive information)

Activities

Writing Drills
Site Visits
Research practice
Text readings (content/language development)
Reading Exercises

Outcomes

Understanding of informative essay style
Understanding of reading for retention

W2- Grammar Drill Site - Individual Assignment - Lab work

Directive:

The site listed below, will be used throughout the course as a self assessment tool. Add your answers to the journal under the title 'Grammar Drill'. List the drill number. If the questions are to easy - advance to a higher level by scrolling down the page.


http://www.englishforjapanese.com/exercises/prepositions/01%20preps.html

W-2 Voc. Words/Terms - Homework - Due W-3 (Monday)

Vocabulary Words/Terms


Directives: Provide the definition of the following words/terms within your course journal - under the title: Weekend Two Homework Assignment. Each answer should be a minimum of one paragraph. Paraphrase answers when outside references are used.

Essay Types:

1. Argument
2. Informative
3. Interpretive Analysis

Paper Styles:

1. MLA
2. APA
3. Chicago

Five Paragraph Essay:

1. Thesis
2. Conclusion
3. Transitions

Grammar:

1. Verb
2. Subject
3. Adjectives

W-2 Overview

Week Two

Monday: Emails submitted, Library findings reviewed, Review of W-1's journal entries/class discussion, Ice-Breaker, Review of History Journal assignment (building - vocabulary&retention)
Tuesday: Introduction of course text, "Writing Intensive - Essentials for College Writers." Student Handbook review.
Wednesday: Second review of History Journal assignment due in Dr. Giddings class on Friday. Catch up day for classroom activities not completed
Thursday - Writing Lab (Blackboard Training or Online Research drills) =Wesley, Room 214
Friday - Introduction of course literature, "At the Bottom of the River" by Jamica Kincaid = discussion of pre-reading activity (drills)


Activity
A. Homework - Reading of chapters 1/2/3/4
B. Classroom - Detailed review of chapters 1/2 - classroom
C. Online - Secure all online functions are operational


Expectations
a. Journals are up to date
b. Text is purchased - (pending), Student Handbook brought to class Tuesday
c. Participate in group discussions
d. Cell phones are off
e. Twitter, Blog following
f. Timely arrivals
g. History Journal brought to class Monday and Wednesday

W1 Notice: Computer Lab - Wesely #214 - 8/20/09

Students,

Both the 9:00 am & 12:00 noon classes will meet in room 214 of Wesely Hall.
Date: Day 4 - 8/20/09

COMPUTER LAB

1. Blog review and sign-up to follow
2. Twitter - sign-up to follow
3. Online Course Syllabus review and check off
4. Check Dr. Giddings email regarding Library Hunt (his portion of the assignment)
5. Library Visit: Review the assignment directive posted on the blog.

W1 - Mini Lecture - Five Paragraph Essay (Class discussion & exercise: 8/18/20)

Lorenzo
ENG: 1100

Mini Lecture - The Five -Paragraph Essay



TOPIC: A. The Five-Paragraph Essay
B. Topic first introduced Day 2 of course, and is associated with College Proficiency

Exam requirement and Journal entry #1

C. MLA Handbook for Writers of Research Papers (6th ed.) and
the MLA Style Manual and Guide to Scholarly Publishing (2nd ed.)
D. http://owl.english.purdue.edu/owl/resource/557/01 (source and learning tool)

Assignment Directive:
1. Read Assignment (Homework)
2. Review your first journal entry, J-1 performing a self edit of content and form.
3. Be prepared to discuss mini lecture and your self-evaluation of first essay (week2).

The Five-Paragraph Essay

The five-paragraph essay is used in all areas of academia and throughout the business world as well. In addition to improving your skills in written communication, the five-paragraph essay also helps to develop a system of organized thought. This system not only assists in scoring well on academic tests, but also is an asset throughout an individual’s lifetime.
Note About Transitions

A transition is a word, a phrase or a sentence that helps your reader understand your thought process and maintains your reader’s interest from point to point in your essay.
Transitions create a bridge from one paragraph to the next. In addition, effective use of transitions adds continuity to your writing and cohesion to your essay as a whole.

The five-paragraph essay is also called the “classic” essay and as such has a traditional structure. Although like other essays, the five-paragraph essay contains a title, introduction, body and conclusion, each paragraph also ends and/or begins with a transition that links one paragraph to the next.

The Introduction: The first paragraph introduces your thesis/topic to your readers and directs them to the points you’ll develop in the body of your essay. Carefully craft your first sentence to capture your reader’s attention. Introduce your thesis and, in sequence, list your three supporting points. Like all parts of a five-paragraph essay, the sequence of supporting points follows a particular format.

The Body: Each of the three paragraphs of the body of a five-paragraph essay is devoted to examining one of the three points that support your thesis. In addition, the paragraph that supports each of your points has a specific position within the body.
In writing the body, begin each paragraph with a restatement of the supporting point and follow it with your evidence. Make sure your evidence is detailed and specific to the point it supports. Although each supporting point needs at least three pieces of evidentiary information to support it, use as much evidence as is necessary to make your viewpoint clear to your reader. The body of your five-paragraph essay is the “meat” of your essay. The first bite needs to be very tasty!
Body Paragraph #1: Begin your first paragraph with a “reverse hook”, a transition that alludes to your thesis as a whole. As in paragraph numbers two and three of the body, be sure to restate your point in the first or second sentence. Follow the restatement of your supporting point with your best evidence, your strongest point and/or most interesting example. End the first paragraph with a transitional word, phrase, or statement that progresses to your second paragraph.
Body Paragraph #2: Connect your bridge at both ends. Begin the second paragraph with a transition that alludes to the information in the first. State your second point in the first or second sentence of this paragraph. The supporting point and evidence presented in the second paragraph is the second most important evidence that supports your overall thesis. Conclude the second paragraph with a transition to the third.

Body Paragraph #3: The final paragraph of your essay body contains your weakest argument and evidence. Strengthen this paragraph by again beginning it with a transition that connects it the second paragraph and your thesis as a whole. Use a transition at the end of this paragraph to connect the three points of the body in leading to the conclusion of your essay.
The Conclusion: Your essay conclusion is the fifth and final paragraph of your essay. Use it to strongly restate your thesis, now backing it up with your three supporting points (again in sequence) and important evidence your essay brought to light. In writing your conclusion, try to grasp the feelings you have evoked in your reader and end your essay by using those feelings to add the final “sway” to your argument.
In retrospect, this final part of your essay should restate both your thesis and the points that support it in a way that unmistakably shows the reader how your reached the conclusions you’ve drawn.
_____________________________________________________

W1 - Library Visit (Individual Assignment) 8/21/09

Individual Assignment
Library Visit
8/21/09 - Friday

Directive: Visit the CSU Library and find out facts and record them in your journal as: Day 5, 8/21/09.

1. What is the official name of the CSU Library?
2. Tell the story behind the CSU library name.
3. What year was the library erected ?
4. What building number (refer to the campus map) is the library?
5. How many floors are there?
6. What are the names of each room per floor - and what services are provided?
7. What are the operating hours of the library?
8. What is the process of taking out material (book, journal, DVD)?
9. Where can you find information concerning the library on CSU's official online site?
10. What is the name of the on-line site that the Library offers students? What services does it provide?
    
    
    Note: Dr. Giddings will give you assignments related to your library visit. Write down those assignments after you answer the above English course questions.

W1-Course Syllabus

Central State University
Department of Humanities
Course Syllabus
Fall Semester - 2009

LC2_and_LC7_F09_08-04-09: Learning Community 2 and 7
English 1100: Introduction to Reading and Writing for College

English Sections:
9:00 AM, Section 10
12:00 Noon, Section 24


Instructor: Annette Lorenzo, MPA
Office: Wesley 337
Office Hours: M-W-F 8:00 A.M - 9:00 A.M
T-TH 12:00PM - 2:00 PM
Phone: (937) 337-6271
Email: alorenzo@centralstate.edu

Textbooks and Supplies:

• The Presence of Others
• Kincaid, Jamica, At the Bottom of the River
• Central State Universities Student Handbook
• A paperback dictionary, available at the bookstore.
• One 3-ring binders or folders (one for your portfolio, one for your journal).
• External Flash Drive
• Computer - Course Blog membership - http://alorenzo1100fall2009.blogspot.com/
• Journal/pen
• Electronic Course Management Tool:
• Blackboard -Central State University Blackboard tool - http://centralstate.blackboard.com/webapps/blackboard/content/contentWrapper.jsp?content_id=_7306_1&displayName=Learning+Community+Course+Syllabuses&course_id=_677_1&navItem=content&href=http://centralstate.blackboard.com/webapps/portal/frameset.jsp
• Blackboard - Mandatory Student Training session attendance
• Student Email Address - One personal and One CSU student email address is required to be submitted by student
• MyCSU account
• Power Point
• MS Word 2007 version
  

Course Description & Information:
ENG 1100: Introduction to Reading and Writing for College is just that-an intensive introduction to college-level reading and writing. Students will read literary and non-literary texts and compose essays that demonstrate proficiency in college level writing and mechanics. At least one paper will be a reader-response essay based on a literary text. Students will also be introduced to the basic principles of documentation and write at least one essay using documentation. Though the majority of our class time will be spent writing, occasional lecture/discussion periods will focus on assigned readings and introducing the conventions of academic prose, including elements of Standard English grammar and mechanics. One-hour tutorials may be recommended in addition to classroom hours.

This section of ENG 1100 is part of a Learning Community. We will be paired with HIS 1110: African-American History and some (not all) of our themes and/or assignments will overlap with that course. We can also plan on a number of Co-Curricular activities where students and faculty from both courses will get-together for events outside of class, either in the evening or on weekends.

In this course, we will be writing five (5) carefully organized, well-developed essays, at least 4-6 pages in length. Professor Lorenzo, will assist students to analyze your audience; organize and develop your ideas in a coherent way; and sharpen your sentence skills. Working together to draft, revise, and edit your own work will help you to gain confidence in your ability to communicate through writing.

Throughout the course, all of the work you do will be collected in a portfolio which you must be able to produce at any time-bring it to every class and every conference we have together. This will keep your work safe and organized, and it will help us both to track our development over the semester. Students must be able to present a complete portfolio at the first and second interim grade periods and at the end of the semester, with no assignments missing, in order to pass the class.

The Professor will occasionally use excerpts of student writing as teaching examples to the class-which are always used anonymously so that no one will know it came from you. Some examples will demonstrate what's working especially well in a piece of writing; some are examples of common problems that much of the class is having. In either case, examples are always used to provide sensitive and positive instruction to the class as a whole. We will also use our workshop time for some of the actual drafting, revising and editing of essays. Since your peers are "practicing writers" too, we'll all be able to relate to the demands of writing good essays for a college-level audience.

Finally, we will also be reading many selections from both your textbooks and from supplementary materials. Pop quizzes on course material or a reading-response assignment in addition to our regular work may occur randomly throughout the academic semester. Get in the habit of reading regularly and writing responses to reading assignments to increase your comprehension level.

Course Objectives:
By the completion of the course, you should be able to explain and even teach to others:

• How to develop a thesis.
• How to produce edited writing according to the conventions of Standard American
• What constitutes evidence and how to determine the most effective form.
• How to document primary and secondary sources in essays.
• Themes, structures, and meaning of literary and non-literary texts.
• The relationship between details and themes of texts.
  

Students will be able to:

• Write effective thesis statements.
• Use standard grammar, sentence structure, and punctuation.
• Use a more extensive, sophisticated vocabulary.
• Write for clarity, organization, and development.
• Write effective, fully developed, and organized essays.
• Use and document sources.
• Synthesize ideas from readings into other activities and writing.
  

Students will understand and appreciate:

• A diverse range of authors, cultures, and perspectives.
• How to examine personal views in comparison/contrast with those in explored texts.
• Relationships between literature and life/universal truths.
• The importance of effective written communication.
• The importance of documentation.

Calendar Weeks:ASSIGNMENT SCHEDULE - Tentative Course Schedule (subject to change)

WEEK Dates, General Topic/Reading/Assignment/Paper/Exam

W1 - 8/17Ice-Breaker, Syllabus Review, Blog Following, Face book Fan, Text Review, Key Concept, Library Visit, Student Handbook Review, Office Visit, First entry into course journal, Read first few chapters of main text

W2 - 8/24 Blackboard Training, Office Visit, Student Bio, Review of writing skills, How to Read A Book – Lecture and Exercise, Syllabus Quiz, Voc Drills

W3 - 8/31 Role Playing Exercise, Grammar Drills, Study of: Themes, Writing and Reading tools, Vocabulary building, Sentence Structures, grammar, Critical Thinking, Documentation, Plagiarism

W4 - 9/07 Holiday (Four day week) 9/08 TuesReview of MS/Power Point tool, Review of Journal, Paper Due

W5 - 9/14 First Interim Grades Due, Literature Review

W6 - 9/21 Essay Drills

W7 = 9/28 Paper Due

W8 - 10/05 (Four Day Week) Fall Break 10/9 FridayMid Term Exam, pre-exam drills, review of course journal

W9 - 10/12 (Four Day Week. Holiday 10/12How to develop Presentation Skills, Voc Drills

W10 - 10/19 (Four Day Week. Career Day offSecond Interim Grade Due, Career Day 10/21

W11 - 10/26 Refresher Drills: Sentence Structure/Grammar, Begin Final project, Paper Due

W12 - 11/02 Journal Review

W13 - 11/09 Course topic review

W14 - 11/16 Final Paper =Oral Presentations

W15 - 11/23 (Two Day Week)Final Paper = Oral Presentations*11/25 – 11/29 = Thanksgiving Holiday BreakW16 - 11/30Students Evaluation of Faculty,

W17 - 12/07 FINAL EXAM WEEK – Schedule to be announced

Policies/Requirements
Class attendance is mandatory. Absences, "excused" or not, cannot exceed the number of times the class meets per week, in this case 5. If you are not present when roll is called, you will be marked absent. Period. "Tardies" are not recorded. Students are responsible for obtaining materials, assignments, and information given on missed class days. You must see a classmate(s) before coming to me. Please note that absences are not an excuse for late papers.
Complete all assignments according to scheduled due dates. You will write a minimum of five major essays as well as several smaller pieces. Journals, reading assignments, quizzes, etc., will all work into your final grade and must all be completed on time to qualify for taking the final exam. Again, please note that absences are not an excuse for late papers.

At least one paper will require the use of sources, documented according to MLA format.
Avoid plagiarism. Plagiarism, submitting another student's work or material from other printed sources as one's own work, may result in the grade of "F" for the paper or the course itself.

Classroom Policies
Within the classroom itself, we must follow some basic rules of etiquette. You are being trained to work in a professional atmosphere, and that requires codes of dress and behavior.
When entering the classroom, please remove hats, hoods, du-rags, and sunglasses.) It has long been customary to remove hats and headgear upon entering a building; refusing to do so is considered disrespectful. This is one of the most basic rules of standard etiquette.
No eating or drinking is allowed in the classroom. This is, again, one of the most basic rules of standard etiquette. To eat in front of others (unless you have enough to share) is considered very rude. Eating in the classroom is a distraction for many reasons: the smell can drive a hungry classmate crazy, the sound of crinkling and crunching will annoy both classmates and your professor, and students who eat or drink in class tend, quite frankly, to leave a mess behind-spills, crumbs, and wrappers left behind all provide extra work for someone else to clean up. On the job, coffee and lunch breaks are always provided, and these are the only appropriate times for eating or snacking. Please do your best to eat regular meals on time, and snack only between classes-never in class.

If chairs are moved to allow for class discussion or group work, they must be put back into rows before anyone leaves. The classroom is ours only for the amount of time our course is scheduled; another class will always be coming in after we've left, and they will expect it to be in order when they arrive.

When one person is speaking, everyone else is listening. Whether it's your professor or your classmate, the speaker has the floor-period. The idea here is not to prevent you from voicing your ideas, asking questions, or contributing to discussion; the idea is to allow everyone to do the same, in a cordial manner. Private conversations that disrupt the public discourse, besides being rude, can prevent others from hearing or understanding what they need to know, and much class time can be wasted by having to repeat. Furthermore, listening is an important skill to master, a very important part of the critical thinking process.

Finally, upon entering the classroom, all cell phones must be turned OFF. It is not enough to set it to vibrate; phones must be turned off altogether. Ringing, buzzing, and vibrating cell phones, as well as text messaging, are a major distraction in the classroom and would never be tolerated in a professional workspace of any kind. It is a distraction to others, and it is most definitely a distraction for the cell phone user. One simply cannot be listening or concentrating if one is worried about who's on the phone and what they want or need. Do not just put your phone on silent; there is a clock in the classroom so you do not need the phone to find the time. Do not use calendar or date book functions; ANY use of the cell phone in class is prohibited.

Note: These classroom policy statements are directly related to the Central State University Student Handbook. All disciplinary procedures related to the above statements and those not mentioned will be followed and executed swiftly.

SOME IMPORTANT NOTES ON COMPUTER USAGE:
Students cannot save their papers on the hard drive of the computer labs on campus. These hard drives are cleared out at the end of every day and your paper will not be there the next time you go to the lab!
Save your papers to more than one place! If you have your own computer, save it to the hard drive and a separate, external travel drive, and email it to yourself. If you are using computer labs on campus, save it to your travel drive and email it to yourself. Emailing your papers to yourself is the best and surest way to ensure that the draft will not be lost.
Always print out two copies of every draft of every paper. This will ensure that even if the "save" process goes wrong, you will at least have a hard copy of your work. Remember to print two-one for you to save and one to turn in to the Professor. Papers occasionally get lost or misdirected, and if one ever turns up missing- even if you think it's my fault-you must be able to provide the extra copy.
Professor Lorenzo will not accept an emailed paper-all papers must be turned in on time at the beginning of the class in which they are due.
Printer and/or flash drive problems are not excuses for late papers. You should never borrow or lend your travel drive, and you should always expect printers to run out of toner at the last minute. Finish early, and plan ahead!

Criteria for Grading
The final course grade is determined by the student's level of competence in class assignments and activities, homework, quizzes, journals, essays, and the final exam.

Essay 1 - 10%

Essay 2 - 10%

Essay 3 - 15%

Essay 4 - 15%

Essay 5 - 15%

Journal - 20%

Participation - 15%

Total 100%

---------

The final course letter grade will be based on the following scales:

Grade Interpretation

90 - 100 A Superior (Very High)

80 - 89 B Above Average (High)
70 - 79 C Average (Satisfactory)
60 - 69 D Below Average (Low/Poor Work)
Below 60 F Failure

Please use the table above to keep track of your own grades. Each time a paper is returned to you, write the grade in the appropriate corresponding space.

Amendments to Syllabus
This syllabus provides a general plan for the course. The instructor reserves the right to amend this syllabus at any time. Any such change will be announced, and if practical, distributed in class. As with all other class requirements, the student is responsible for being present to receive such changes.
Americans with Disabilities Compliance: If you have been documented as an individual with disabilities, please contact the Office of Disability Services at ext. 6387 so that reasonable accommodations can be made to assist you in your learning.

Approved: 8/13/09

W1 - Welcome and First Week's agreements

Dear Students,

Ms.Lorenzo is thrilled to have you in her class! We will have great success in English 1100, during the fall2009 semester.

If you are reading this blog - you are headed in the right direction.

The first week of the course - all students must:

1. Become a member of this course blog and blackboard site.
2. Become a fan of the course's face book account.
3. Review the posted course syllabus. Class review will occur during the first day of class.
4. Provide two email addresses for course communication purposes.
5. Obtain: a course journal, dictionary, course texts, portable flash drive and writing material.
6. Have working knowledge of basic computer systems: MS Word, Power Point, MLA & APA tools.
7. Obtain an MyCSU account.
8. Know and visit the instructors office.
9. Visit the CSU Library (individual activity)
10. Complete all assignments
11. Find a CSU computer lab.
12. Review and be in compliance with the CSU Student Handbook. Class review will occur during the first week of class.