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Course Description: Principles and methods set forth in writing, reading, and analysis of
prose. Requires the critical reading of nonfiction prose and the writing of 8500 words.
Prerequisites: Placement via successful assessment test score or successful completion of
English 28 or English 363 with a grade of C or better.
101
Whats inside:
2
Teaching methodology & grading 2
Policies & requirements
3
Activities & materials
4
Grading Criteria
5
Course objectives & outcomes
Course Sites:
http://writing.laccdssi.org/
Best way to reach me is via email or via messaging on the Facebook Group.
https://www.facebook.com/
groups/LAVC101Fall15/
Teaching Methodology
There will be a few short lectures
delivered when there is the need to
deliver information. However, the main
work of this class will be done through
your reading of the assigned texts, your
reflection on the meaning of the texts
and the way in which the author has
conveyed that meaning, your sharing of
your ideas with your colleagues in the
class, your writing, your comments on
the writing of others. My role in all this
will be to guide you individually and as
a class through your learning, providing
information to you as you demonstrate a
need for that information. In this class
you really must surrender to the idea
that now that you are in college, you are
a writer. Writing is one of the primary
measurements of intellectualism for
students in college.
Cover Letter
Copies of your two best 4-6
page essays
More information about the portfolio
process will be forthcoming.
Student Learning
Outcomes
Write focused, coherently
organized, well-developed texts,
appropriate to the transfer level,
that effectively integrate,
synthesize, and document sources.
Demonstrate critical reading,
thinking, and research skills
through analysis, synthesis, and
evaluation of important ideas
encompassing multiple points of
view.
Class
Policies
If you have
questions
about any of
these
policies,
please ask!
Reading
Responses
Exams
Plagiarism
Anyone found to be
plagiarizing or cheating will
(1) receive a zero (fail) on the
assignment, and (2) be
referred to the Vice President
of Student Services for further
disciplinary action, following
due process.
Resources to help
you with your
coursework:
The Writing Center
OWL
LAVC Library
Read.
You will do journal reflections for
every reading assigned. Its a good
idea to commit to reviewing
readings consistently. This will
help you prepare for exams and
write quality papers.
Ill post links for readings on the
web through our course website.
Please print or bring these
documents with you to class on
your phone or laptop. We will
discuss them in detail in class, and
its important to have them with
you for reference.
Required
Materials
Gerald
Graff, They
Say I Say
Logbook or Journal
[a flat, thin plastic
loose-leaf binder
(8 1/2" x 11")]
College-Ruled
Notebook Paper
3 Large-Sized
Bluebooks
Manila
Envelope
(must be
resealable)
Your full, engaged
attention
Note: Further addenda to this
syllabus, including group project
criteria, course assignment sheets,
etc., are forthcoming. Stay tuned!
Essay Rubric
A+
The essay is interesting with original content
and style. The topic is fully covered with
focus on a sustained controlling idea, showing
careful analysis when called for. The
paragraphs show development and
organization, as well as lucid and orderly
thinking. Relevant details and examples
support the controlling idea and may even
introduce keen insight into the topic.
Skillfully constructed sentences express
complex ideas and relationships. Point of
view is established and maintained. The
diction is distinctive, characterized by its
freshness and clarity. The essay is virtually
free of grammatical and mechanical errors.
A
The essay is interesting with substantial
content and a distinctive style. The topic is
fully covered with focus on a controlling idea,
showing careful analysis when called for.
Paragraphs are developed logically and
coherently, with smooth transitions. Relevant
details and examples support the controlling
idea. Skillfully constructed sentences show
variety of expression and thought. Point of
view is established and maintained. Diction is
less distinctive than a A+ but is still mature
and precise. There are few grammatical and
mechanical errors.
B
The essay demonstrates competent college
level writing. While not as original or
interesting as an A, the essay does address
the assigned topic and focuses on a significant
controlling idea. When called for, there is
some analysis, but it may be thin or
generalized. Paragraphs are well developed
and unified yet may contain weak transitions
or a hasty conclusion. Sufficient and relevant
details and examples support the controlling
idea although some may be somewhat
repetitious or digressive. Sentences show
variety in structure and are coherent but lack
any distinctive style or complexity. Point of
view may be slightly flawed but causes no
serious confusion. Diction is clear and
appropriate, showing a fair command of
language and expression. Grammatical
problems appear occasionally but do not
hinder the overall flow of the essay. There are
few mechanical errors.
C
The controlling idea in this essay, though
somewhat vague or trivial, is apparent. The
writer has some difficulty covering the topic
fully, but the overall content does show some
attempt to support the controlling idea. While
omission of analysis is characteristic of a C
essay (over-reliance on narration), when in