Review for College Writing

 SPRINGFIELD TECHNICAL COMMUNITY COLLEGE 

DWT-099-D14 Review for College Writing

Spring 2019 SYLLABUS

Instructor: Christine Crutchfield 

Time and Room: T/Th 2:00 - 3:15pm  Building 13 Room 329

Office Hours: T/Th 11:00am - 12:00 pm and by appointment Room 13/310

Instructor’s Email: cncrutchfield@stcc.edu

Instructor’s Phone: 413-781-7822

Required Textbooks: Open Educational Resources    

COURSE DESCRIPTION:  This course provides a review of basic English skills in grammar, sentence structure, paragraphing, and essay development to prepare students for college-level writing. The course, intended for students who have had difficulty with written English, provides preparation for ENG-101. A grade of “C-” or better in DWT-099 is required for admission to ENG-101. This is a developmental course. Credit for this course will not be counted toward fulfilling graduation requirements at STCC.


STUDENT LEARNING OUTCOMES

COMPETENCIES

1. To provide students with opportunities to review and practice principles of grammar and mechanics and apply them to writing clear, error-free sentences, paragraphs, and essays. The review will include:

1. The students demonstrate a command of the grammar principles by completing workbook exercises, quizzes, and paragraph and essay assignments. 

A. Basic Grammar

A. Exercises in the basic grammar of sentences.

B. The students accurately identify subjects and predicates.

C. Exercises in the Parts of Speech

B. Parts of Speech:  Verbs, Nouns, Pronouns, Adjectives, Adverbs, Prepositions, Conjunctions, Interjections

A. Verbs:  The students accurately incorporate verb forms into effective sentences while demonstrating command of Person, Number, Tense, Voice, and Mood.

B. Nouns:  The students accurately incorporate common, proper, and collective nouns into effective sentences.  Students demonstrate understanding of singular and plural nouns; possessive forms of nouns; and the appropriate application of articles with nouns.

C. Pronouns:  The students incorporate pronouns into effective sentences while demonstrating mastery of antecedents, personal and possessive pronouns, indefinite pronouns and relative pronouns.

D. Adjectives:  Students accurately incorporate adjectives into effective sentences and show mastery of the three adjective functions:  describing, identifying, and quantifying nouns and pronouns.

E. Adverbs:  The students accurately incorporate adverbs into effective sentences while demonstrating mastery of adverb forms and their functions of modifying verbs, adjectives, and other adverbs.

F. Prepositions:  Students incorporate prepositions into effective sentences to convey relationships between nouns, pronouns, or other words in a sentence based on space, time, or compound prepositions.

G. Conjunctions:  The students accurately incorporate conjunctions into effective sentences to demonstrate mastery of coordination, correlation, and subordination.

H. Interjections:  The students accurately incorporate interjections into sentences to convey emotions.

C. Mechanics

A. Exercises in the proper punctuation of sentences and in correct spelling.

D. Punctuation:  Periods, Commas, Semi-colons, Colons, Question Marks, Exclamation Points, Apostrophes, Dashes, Hyphens, Quotation Marks.

A. Students will write sentences that display mastery of the appropriate application of these punctuation devices.

E. Spelling: Basic rules of spelling, commonly misspelled words, homonyms. 

A. Students will write sentences that show their mastery of spelling by avoiding frequent spelling errors.

F. Sentence Structure

A. The students will write effective sentences that demonstrate mastery of the grammar required for simple, compound, complex, or compound-complex development.

B. Students will be able to identify and avoid sentence fragments, fused sentences, and comma splices.

2. To provide students with opportunities for learning the steps in the writing process and for applying that knowledge to paragraph and essay composition.

2. Students will be able to apply the appropriate strategies throughout the various stages of the writing process.

A. To have students generate raw material for writing on a chosen or established topic.

A. Students will brainstorm by writing down thoughts and associations in a list, or in cluster form, or in free writing form.

B. To have students focus on selected material for development of paragraphs and essays.

A. Students will group related items/details from the brainstormed material.

B. Students will select and label groups.

C. To have students learn the function of topic sentences in paragraphs.

A. Students will formulate generalizations to fit groups of items/details.

D. To have students understand the function of a thesis statement for an entire essay.

A. Students will formulate ”umbrella” assertions to generalize for groups of ideas.

E. To have students learn to use a scratch outline to reflect the organization of paragraphs and essays.

A. Students will outline with thesis statements, topic sentences, and supporting details.

F. To have students learn to write a rough draft based on a scratch outline.

A. Students will write rough drafts for paragraphs and essays.

G. To have students confer with an instructor and/or peer about a draft with a view to revision.

A. Students will meet with an instructor to review drafts of papers and to discuss appropriate improvements in organization, development, and articulation of ideas.

H. To have students learn to revise their own writing.

A. Students will edit their own writing to assure good thought structure, appropriate style, and proper format, grammar, and usage.

3. To provide students with opportunities for learning how to write complete and well-developed paragraphs.

3. Students will write paragraphs for such purposes as description, comparison or contrast, persuasion, and division/classification.

A. To have students learn the logical structure of a paragraph.

A. Students will know that paragraphs are constructed with topic sentences, sentences  of supporting details, and concluding sentences.

B. To have students learn the function of a topic sentence for focusing and limiting thought in a paragraph.

A. Students will know how to write clear topic sentences that present the central idea of a paragraph.

C. To have students learn the importance of supporting ideas and specific details for developing paragraphs from their topic sentence.

A. Students will know to build upon a topic sentence’s assertion with additional sentences of explanation and concrete, specific details.

D. To have students learn the role of a concluding sentence.

A. Students will know how to write concluding sentences that summarize and restate the idea contained in the topic sentence.

E. To have students learn the necessity of writing paragraphs that are coherent and clear.

A. Students will be able to write paragraphs that employ the appropriate logical and formal transitional devices.

B. Students will know to express their thought in clear sentences.

F. To have students learn the importance of correct grammar, punctuation and spelling.

A. Students will write paragraphs that avoid errors in grammar, sentence structure, punctuation and spelling.

4. To provide students with opportunities for learning how to write complete and well-developed essays in the basic four or five paragraph structure.

4. Students will write essays for such purposes as description, comparison and contrast, persuasion, and division/classification.

A. To have students learn the logical structure of an essay.

A. Students will know how essays are constructed with an introductory paragraph, supporting body paragraphs, and a conclusion.

B. To have students learn the purposes of introductory paragraphs.

A. Students will write introductory paragraphs that present the general subject, attract the readers’ attention, state the thesis, and may sketch the major points of the essay.

C. To have students learn the function of a thesis statement for presenting the controlling idea of an essay.

A. Students will know how to write essays founded on clearly stated theses.

D. To have students learn to write clear, distinct and well organized supporting paragraphs.

A. Students will write essays with body paragraphs whose focus comes from a clear topic sentence and whose development supports the generalization of the topic sentence.

E. To have students learn to write with adequate support and specific details.

A. Students will write body paragraphs that include concrete and specific details, examples, and clear precise language for explanation.

F. To have students learn to write concluding paragraphs.

A. Students will write essays with brief concluding paragraphs to summarize and restate the essay’s logic and to make a final statement.

G. To have the students learn to write essays correct in grammar, sentence structure, punctuation, spelling, and format.

A. Students will edit and proofread essays to eliminate error and to insure the highest level of quality in the final draft.

5. To provide students with opportunities to respond to models of writing and to use these sources in their own work.

5. Students will use and document at least one source in class discussions or in a writing assignment.

A. To introduce students to the concepts of working with sources.


6. To provide students with opportunities to develop essays using the computer.

6. Students will revise and/or edit drafts using the computer.

A. To have students learn to revise and/or edit and format documents using the computer.


TEACHING PROCEDURES: This course will include lecture, discussion, group work, independent work, conferencing, and audio/visual instruction.

COURSE REQUIREMENTS AND GRADING:  In this course you will be completing grammar and structure exercises, quizzes, paragraphs, and essays. You are also required to take a final exam. Deadlines are very important: please pay attention to the syllabus and meet deadlines as imposed. I will accept late assignments, but your grade will automatically be lowered one letter (i.e., A- to a B-) for each class period late. Classwork may not be made up. Exams and quizzes may be made up. Class participation is crucial. I take note of the frequency and quality of your classroom input. The grade breakdown is as follows:

  • Journal Responses/Homework/Classwork 30%
  • Formal writing 30%
  • Quizzes 20%
  • Final Exam 10%
  • Class Participation and Attendance 10%

ATTENDANCE will be taken at the beginning of each class.  Students are allowed 4 absences. Students may be withdrawn from the course following their 5th absence or receive an F in the course if their 5th absence comes after the last date to withdraw.  The last date to withdraw is Monday, April 22nd. In order to improve your writing skills, it is crucial that you attend class. Much of what we will be doing in this class simply cannot be made up. In the event that you do miss a class, contact one of your classmates for any assignment information. Please note that an absence does not result in new deadlines. You are responsible to keep up with assignments, and if you are absent and cannot provide a doctor’s note, any work you hand in when you return will count as being late. Assignments can be submitted through email prior to the start of class, with a hard copy brought in for the next class meeting, to avoid late penalties on essays and assignments. For extended absences due to extenuating circumstances, it is your responsibility to contact me. Class participation matters and counts toward your final grade.

CLASSROOM DECORUM:  A quiet place and uninterrupted time are essential to preserve your creative thought process and allow for the continuity of your learning and writing.  Be respectful of other students’ need to use the class time efficiently. Please be on time. A late arrival is disruptive and disrespectful. Assume personal responsibility for your education through your efforts, diligence and hard work. Bring your book to class. Prepare for each class. PLEASE TURN OFF ALL CELL PHONES and/or any other electronic devices. Be respectful of other students’ right to ask questions and express opinions. Pay attention to the speaker, as private conversations are disruptive and disrespectful to me and your classmates. Help nurture a learning environment where we learn from each other’s differences and experiences. 

ACADEMIC HONESTY/PLAGIARISM AND ITS PENALTIES:  At STCC, we expect the highest standards of academic honesty.  This prohibits cheating on examinations, unauthorized collaboration on assignments, unauthorized access to examinations or course materials, plagiarism, and other proscribed activities.  Plagiarism is defined as the use of another’s idea(s) or phrase(s) and representing that/those idea(s) as your own, either intentionally or unintentionally.  

First Incident of Plagiarism:  The first occurrence of plagiarism in your work will be treated as unintentional.  To remedy the situation, the proper way to cite sources will be reviewed, in order to avoid plagiarism in future papers.  Student will be required to “fix” paper and resubmit in order to receive grade.

Second Incident of Plagiarism: A second occurrence will merit a “zero” for that paper.  Student will not be allowed to resubmit the paper for a grade.  In addition, a copy of the paper will be delivered to the Dean.

Third Incident of Plagiarism:  If plagiarism is committed a third time, student will fail the course and a copy of the paper will be given to the Dean.  

SPECIAL ACCOMMODATIONS:  In compliance with Springfield Technical Community College's policy and equal access laws, disability-related accommodations or services are available. Students who desire such services are to meet with the professor in a timely manner, preferably the first week of class, to discuss their disability-related needs. Students will not receive services until they register with the Office of Disability Services (ODS). Proper registration will enable the ODS to verify the disability and determine reasonable academic accommodations. ODS is located in Building 19 Room 141 and can be reached at (413)  755-4785. The offices are open 7:30am - 5pm, Monday through Friday. Evening hours by appointment.

TUTORING:  All students seeking TUTORING are encouraged to use the Writing Center, located in building 13 room 103, for help with essays.  Extra help is always available with me during office hours. My office hours are Tuesday and Thursday: 11:00am - 12:00pm.

COURSE OUTLINE

Note: We may modify this syllabus on occasion to meet your specific educational needs.

T  1/22  Introduction and syllabus review

Th 1/24  Conventions pre-test

  Assignment: Reflections on 2018 journal

T 1/29  Discuss pre-test results

  Assignment: Note to future self journal

Th 1/31  Parts of speech

   Assignment: Study parts of speech

T 2/5  Parts of speech quiz; woman/women; fewer/less

  Assignment: What makes me anxious journal

Th 2/7  Going deeper on introductions/thesis statements

   Assignment: The story of us journal

T 2/12  Who/that; I/me; defiant/definite 

    Assignment: Narration journal

Th 2/14  Narration essay planning/introductions

   Assignment: What it means to be/identify as a man/woman journal

T 2/19  Classes Follow a Monday Schedule

Th 2/21  100% words; confusing words review 

   Assignment: Study confusing words 

T 2/26  Confusing words quiz

    Assignment: Who I am not journal

Th 2/28  Commas: in a series, after introductory phrases; semi-colons

     Assignment: Your relationship to worry journal

T 3/5  Commas: with conjunctions, with interrupting elements

   Assignment: Art description journal

Th 3/7  Description essay planning/introductions

   Assignment: Lessons journal

T 3/12-14  Spring Break - No Classes

Th 3/14  Spring Break - No Classes

T 3/19  Comma and semi-colon review

   Assignment: Study commas and semi-colons

Th 3/21  Comma and semi-colon quiz; discuss final exam

   Assignment: Lessons journal

T 3/26  Practice final #1

   Assignment: Strength journal

Th 3/28  Comparison/contrast essay planning/introductions

   Assignment: Growing up journal

T 4/2  Practice final #1 conferences

   Assignment: Study grammar conventions

Th 4/4  Conventions post-test

   Assignment: Revise one journal of your choice for confusing words, point of view, frags/RO/CS, commas, verb tense shifts, and passive voice (one copy no name)

T 4/9   Blind class workshop/review of journal 

   Assignment: Change journal

Th 4/11  Practice final #2

   Assignment: Revise journal into 5 paragraph essay

T 4/16  Practice final #2 conferences

   Assignment: Change journal

Th 4/18  Professional Day - No Classes

T 4/23  Argument research paper planning/introductions/outline

   Assignment: Revise one journal of your choice for confusing words, point of view, 

          frags/RO/CS, commas, verb tense shifts, and passive voice (one copy no name)

Th 4/25  Library visit

   Assignment: Letter to my younger self journal

T 4/30  Blind class workshop/review of journal

   Assignment: Summer journal; revise journal into 5 paragraph essay

Th 5/2  Revision Day

T 5/7  Practice final #3 

   Assignment: What I learned journal; study grammar conventions

Th 5/9  Workshop

T-Th 5/14-16  Finals Week 

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