The descriptions below detail the qualities of certain “types” of papers. These are for your benefit. They were adopted from descriptions published by Princeton University and Harvard College.
The Unsatisfactory Paper. The D or F paper demonstrates that the writer does not understand the relevant text(s) at hand. There is no thesis, or the thesis is not clearly defined. Overall, this type of paper is underdeveloped, disorganized, and it does not fulfill the requirements of the assignment. This type of paper is filled with mechanical, grammatical and spelling errors, indicating that the writer did not proofread or revise their work. The result is unsatisfactory.
The Mediocre Paper. The C paper shows that the writer has a limited grasp of the text(s) at hand. The thesis is usually broad, vague, or obvious. The thesis does not advance an argument that anyone might care to debate. The paper does not show that the writer is interacting with the text(s) because it fails to offer any quotations and/or textual evidence. While there may be some organizational structure to the paper, it does not demonstrate that the writer has complete control over this structure. This type of paper meets some of the assignment’s requirements, but not all. There are some mechanical, grammatical and spelling errors. The paper may have been proofread; however there is little evidence that suggests it was revised. The result is mediocre.
The Acceptable Paper. The B paper illustrates that the student has a strong understanding of the text(s) at hand. The thesis is developed, meaning that it is narrow in scope and worth arguing. There are numerous quotations present within the body of the paper, and the writer demonstrates a thoughtful analysis of the things being quoted. This textual evidence is relevant and it advances and supports the thesis. The paper is well organized, and the reader can easily follow the flow of the paper. This type of paper meets all of the assignment’s requirements. There are no mechanical, grammatical and spelling errors. Furthermore, the paper suggests that the writer has proofread and revised the work. The A paper has all of the qualities of the B paper, but in addition this type of paper is lively, well paced, interesting, and even exciting to the reader! The thesis is fully developed and is completely fulfilled by the body of the paper. By reading an A paper, the reader gets the sense of the writer’s mind at work, engaging with the text(s) to create a piece of writing that fulfills the assignment at hand while, importantly, going beyond those requirements to offer something more. This result is acceptable.
Saturday, August 29, 2009
Friday, August 28, 2009
intro: how to join and participate
As a member of Prof. D'Amato's English I course it is your responsibility to join this e-journal blog and, crucially, to participate throughout the semester. You will do this in two ways: (1) submitting comments to posts of at least 150 words, and (2) sometimes writing your own posts.
Importantly, this site will also serve as a message board from me to you. I will most likely have to pass on important information regarding class meeting times, assignment deadlines, changes in the syllabus, etc. throughout the term. Therefore, be sure to check this site frequently, if not at least once daily, to be sure you are current with the goings-on of the class.
Okay, so what's next?
Below I am going to detail how to join this blog and how to contribute. If you are unfamiliar with using blogs have no fear, Blogger is quite user-friendly in my opinion and you should catch on quick. Remember you can always email me with questions and you should email me immediately if you are having trouble with the site. For those who are quite internet savvy, disregard this most-likely redundant information; you may wish to glance in brief, however, to see how things will specifically function on this site.
How to Join
Email me, (prof.damato@gmail.com), with your email address so that I can invite you! From there you'll receive a link allowing you to gain authorial access. Follow the link and you'll have the opportunity to use an existing online identity (e.g., an email account) or to create a new username and password and officially join Blogger and the course e-journal.
If you have one of the various online accounts which qualify as OpenID you can join Blogger effortlessly, just use your existing account's log-in information.
This webpage offers some comprehensive information on OpenID, as does this one. But the long and short of it is this: "OpenID allows you to use an existing [online] identity to sign into multiple websites, without needing to create new passwords [or usernames]." Some of the OpenID identities accepted by Blogger are: AOL/AIM, LiveJournal, TypeKey, Wordpress, and Gmail or any other Google-related identity.
From now on you'll use the username and password you select or create to log into this blog before you add a comment or a post. So write it down or email it to yourself so you do not forget this information.
How to Comment & Post
First, you must log in.
To comment to any post click on the post's title or on the "## comment" link at the bottom of the post. You can also click on the post's title found under the archive tree on the right side of the site. At the bottom of the post you'll find an editable text box. Remember to write at least 150 words! You can offer something in response to the main post thread, or you can reply to a comment written by another student. If the debate gets intense enough then you, or I for that matter, may decide to move the discussion into a new thread all its own.
To post a new topic or thread once logged in, go to the top of the site and at the right of your email address/username on the navbar you'll see a link titled "new post". This is your ticket. Once you've arrived at the post-editing screen you'll notice it's a bit more complicated than the comment box; yet, think of it like a word document screen and you'll catch on quickly.
More Editing & a Disclaimer
If you happen to know html and/or java scripts you can use these to edit your posts to a greater degree---adding images, video, links, and more.
If a student should choose to add media to a post, keep in mind that inappropriate material will be subject to immediate removal. Depending on the level and degree of inappropriateness, the student faces disciplinary action such as receiving a zero on the assignment (minimum) or being reported to the Dean of Student Affairs (maximum). Please see the Division of Student Affairs website concerning the disciplinary process and other such information.
In Closing...
Be sure to bookmark this site on your personal computer so that you can check the blog frequently. As I recommended above, at least once a day you should be visiting. While you are required to only submit one writing per e-journal assignment, you may write as much at you wish on this blog. Contributing more does not necessarily guarantee you "bonus points" or "extra credit", but extra effort certainly weighs heavily on your overall class participation.
Remember, the point of this blog is not only for you to submit a weekly journal entry, it serves as a birthplace for written ideas. The things discussed and argued here will undoubtedly come up in class, and should, so feel free to reference the blog's content while we are in the classroom. Paper topics and angles of argumentation will also present themselves here. This is a vital component and goal of this site: for students to test and share ideas with one another, furthering understanding of specific subject matter thereby deepening one's ability to discuss the course's texts and topics.
I hope to get an email from you soon so that you can join our community to a further extent by contributing commentary and content to our blog!
Importantly, this site will also serve as a message board from me to you. I will most likely have to pass on important information regarding class meeting times, assignment deadlines, changes in the syllabus, etc. throughout the term. Therefore, be sure to check this site frequently, if not at least once daily, to be sure you are current with the goings-on of the class.
Okay, so what's next?
Below I am going to detail how to join this blog and how to contribute. If you are unfamiliar with using blogs have no fear, Blogger is quite user-friendly in my opinion and you should catch on quick. Remember you can always email me with questions and you should email me immediately if you are having trouble with the site. For those who are quite internet savvy, disregard this most-likely redundant information; you may wish to glance in brief, however, to see how things will specifically function on this site.
How to Join
Email me, (prof.damato@gmail.com), with your email address so that I can invite you! From there you'll receive a link allowing you to gain authorial access. Follow the link and you'll have the opportunity to use an existing online identity (e.g., an email account) or to create a new username and password and officially join Blogger and the course e-journal.
If you have one of the various online accounts which qualify as OpenID you can join Blogger effortlessly, just use your existing account's log-in information.
This webpage offers some comprehensive information on OpenID, as does this one. But the long and short of it is this: "OpenID allows you to use an existing [online] identity to sign into multiple websites, without needing to create new passwords [or usernames]." Some of the OpenID identities accepted by Blogger are: AOL/AIM, LiveJournal, TypeKey, Wordpress, and Gmail or any other Google-related identity.
From now on you'll use the username and password you select or create to log into this blog before you add a comment or a post. So write it down or email it to yourself so you do not forget this information.
How to Comment & Post
First, you must log in.
To comment to any post click on the post's title or on the "## comment" link at the bottom of the post. You can also click on the post's title found under the archive tree on the right side of the site. At the bottom of the post you'll find an editable text box. Remember to write at least 150 words! You can offer something in response to the main post thread, or you can reply to a comment written by another student. If the debate gets intense enough then you, or I for that matter, may decide to move the discussion into a new thread all its own.
To post a new topic or thread once logged in, go to the top of the site and at the right of your email address/username on the navbar you'll see a link titled "new post". This is your ticket. Once you've arrived at the post-editing screen you'll notice it's a bit more complicated than the comment box; yet, think of it like a word document screen and you'll catch on quickly.
More Editing & a Disclaimer
If you happen to know html and/or java scripts you can use these to edit your posts to a greater degree---adding images, video, links, and more.
If a student should choose to add media to a post, keep in mind that inappropriate material will be subject to immediate removal. Depending on the level and degree of inappropriateness, the student faces disciplinary action such as receiving a zero on the assignment (minimum) or being reported to the Dean of Student Affairs (maximum). Please see the Division of Student Affairs website concerning the disciplinary process and other such information.
In Closing...
Be sure to bookmark this site on your personal computer so that you can check the blog frequently. As I recommended above, at least once a day you should be visiting. While you are required to only submit one writing per e-journal assignment, you may write as much at you wish on this blog. Contributing more does not necessarily guarantee you "bonus points" or "extra credit", but extra effort certainly weighs heavily on your overall class participation.
Remember, the point of this blog is not only for you to submit a weekly journal entry, it serves as a birthplace for written ideas. The things discussed and argued here will undoubtedly come up in class, and should, so feel free to reference the blog's content while we are in the classroom. Paper topics and angles of argumentation will also present themselves here. This is a vital component and goal of this site: for students to test and share ideas with one another, furthering understanding of specific subject matter thereby deepening one's ability to discuss the course's texts and topics.
I hope to get an email from you soon so that you can join our community to a further extent by contributing commentary and content to our blog!
Tuesday, August 25, 2009
class email roster
Please reply to this post by offering any revisions/corrections to the the email address that you check most frequently. The purpose for this list is so that not only myself but also your classmates can easily reach you via an email message at any time, for any number of academic reasons.
[[[current as of 9/23]]]
CHUBAK, ADAM -- chu41@aol.com
COHEN, MICHAEL -- mcrock91@aol.com
DAVIDSON, LATRICIA -- latricia25@hotmail.com
DIAZ, SAMUEL -- samueldiaz25@gmail.com
DIN, HIFZA -- lilconvallaria11@hotmail.com
FAJARDO, VINCENT -- goodolvj@yahoo.com
FASANO, NICOLAS -- nfasano36@gmail.com
FITZPATRICK, DANA -- crazylady62191@aol.com
GITTENS, MAKAYA -- m_a_gittens@yahoo.com
GOTHELF, SARAH -- sarahg615@aol.com
JAGNINSKI, ISABELLE -- izzy@ny2no.com
KOLENOVIC, ALEN -- kolenovic@gmail.com
LOPEZ, CENDY -- clopez6536@yahoo.com
MISHIYEVA, LIYA -- liya1115@hotmail.com
OSMAN, FATEMA -- smileef92@aol.com
SULLIVAN, KEVIN -- Kmsullivan1991@yahoo.com
VELEZ, ELIZABETH -- evelez91@gmail.com
VERGARA, CHRISTIAN -- retropill@hotmail.com
ZHOU, JULIA -- jzhouerm@hotmail.com
[[[current as of 9/23]]]
CHUBAK, ADAM -- chu41@aol.com
COHEN, MICHAEL -- mcrock91@aol.com
DAVIDSON, LATRICIA -- latricia25@hotmail.com
DIAZ, SAMUEL -- samueldiaz25@gmail.com
DIN, HIFZA -- lilconvallaria11@hotmail.com
FAJARDO, VINCENT -- goodolvj@yahoo.com
FASANO, NICOLAS -- nfasano36@gmail.com
FITZPATRICK, DANA -- crazylady62191@aol.com
GITTENS, MAKAYA -- m_a_gittens@yahoo.com
GOTHELF, SARAH -- sarahg615@aol.com
JAGNINSKI, ISABELLE -- izzy@ny2no.com
KOLENOVIC, ALEN -- kolenovic@gmail.com
LOPEZ, CENDY -- clopez6536@yahoo.com
MISHIYEVA, LIYA -- liya1115@hotmail.com
OSMAN, FATEMA -- smileef92@aol.com
SULLIVAN, KEVIN -- Kmsullivan1991@yahoo.com
VELEZ, ELIZABETH -- evelez91@gmail.com
VERGARA, CHRISTIAN -- retropill@hotmail.com
ZHOU, JULIA -- jzhouerm@hotmail.com
schedule of readings and written assignments
[[[current as of 11/16]]]
[[CP page numbers refer to the packet, not to the individual article]]
[items listed in bold signal major assign/req due that day]
Seg 1 – Obama and Double-Consciousness
W9/2: blog library trip (room 242, second floor); begin rereading the first section, "Origins"; journal #1
M9/7: (no class – cc – labor day)
W9/9: read "selection from Souls of Black Folk"; journal #2
M9/14: reread second section of Dreams, "Chicago"; read "selection from Booker T. Washington"; journal #3
W9/16: reread third section of Dreams, "Kenya"; essay 1 rubric distributed
Seg Break
M9/21: class canceled; purchase EngI Coursepack from Far Better Copy; purchase Hacker's Writer's Reference, if you haven't already, from Shakespeare and Co. Booksellers
W9/23: essay 1 seg 1; research methods library trip (meet in room 242, second floor); article paper rubric distributed; no reading today, bring your Writer's Reference and Coursepack
Seg 2 – The Patriot Act and Post-9/11 Legislation
M9/28: (no class – cc)
T9/29: (conversion day - Monday's classes meet today) WR, p.3-18, 57-63; CP, Nelson p.2-6
W9/30: WR, p.24-31; CP, Moore p.7-10; journal #4
M10/5: article paper 1 seg 2; CP, Taylor p.11-17; journal #5
W10/7: please bring two unmarked copies of essay #1 to class for a peer-editing session; essay #2 rubric distributed; revision rubric distributed; WR, p. 18-23, 355-369
Seg 3 – The Argument for Just War
M10/12: (no class – cc)
W10/14: (conversion day - Monday's classes meet today) essay 2 seg 2; revision 1 essay 1
M10/19: CP, Fiala p.18-35
W10/21: CP, Bar On p.36-44; VIP please purchase Truss's Eats, Shoots & Leaves from Shakespeare & Co. by this date!
M10/26: CP, Eide p.45-60; journal #6
W10/28: article paper 2 seg 3
Seg 4 – Language Preservation vs. the Facebook Era
M11/2: Truss, p.1-34, "Introduction"
W11/4: essay 3 seg 3; revision 2 essay 2; journal #7; Truss, p.68-102, "That'll Do, Comma"
M11/9: Truss, p.103-176, "Airs and Graces", "Cutting a Dash", "A Little Used Punctuation Mark"; journal #7 performed in class!!!
W11/11: article paper 3 seg 4; CP, Braden, p.58-64
M11/16: CP, Westlake, p.65-84
Seg 5 – The Environmental/Global Warming Debate
W11/18: essay 4 seg 4; revision 3 essay 3; in-class reading of CP, Dourmana, p. 106f
M11/23: CP, Moser, p.85-105
W11/25: article paper 4 seg 5; CP, Thompson, p.108-128
M11/30: film screening at library (meet in room 242, second floor); journal #8
Seg 6 – Final Exam Preparation
W12/2: essay 5 seg 5; revision 4 essay 4
M12/7: journal #9
W12/9: revision 5 essay 5
M12/14: (no class – reading day)
Seg 7 – Final Exam Week
F12/18: last day to turn in your library orientation completion certificate to my mailbox in the English Department (room 2308, Boylan Hall)
T12/15-12/21: exact test date, time, and location is TBA
[[CP page numbers refer to the packet, not to the individual article]]
[items listed in bold signal major assign/req due that day]
-------------------------------------------------------------------------
M8/31: intro to course; distribution of syllabus; discussion of goals, expectations, and requirementsSeg 1 – Obama and Double-Consciousness
W9/2: blog library trip (room 242, second floor); begin rereading the first section, "Origins"; journal #1
M9/7: (no class – cc – labor day)
W9/9: read "selection from Souls of Black Folk"; journal #2
M9/14: reread second section of Dreams, "Chicago"; read "selection from Booker T. Washington"; journal #3
W9/16: reread third section of Dreams, "Kenya"; essay 1 rubric distributed
Seg Break
M9/21: class canceled; purchase EngI Coursepack from Far Better Copy; purchase Hacker's Writer's Reference, if you haven't already, from Shakespeare and Co. Booksellers
W9/23: essay 1 seg 1; research methods library trip (meet in room 242, second floor); article paper rubric distributed; no reading today, bring your Writer's Reference and Coursepack
Seg 2 – The Patriot Act and Post-9/11 Legislation
M9/28: (no class – cc)
T9/29: (conversion day - Monday's classes meet today) WR, p.3-18, 57-63; CP, Nelson p.2-6
W9/30: WR, p.24-31; CP, Moore p.7-10; journal #4
M10/5: article paper 1 seg 2; CP, Taylor p.11-17; journal #5
W10/7: please bring two unmarked copies of essay #1 to class for a peer-editing session; essay #2 rubric distributed; revision rubric distributed; WR, p. 18-23, 355-369
Seg 3 – The Argument for Just War
M10/12: (no class – cc)
W10/14: (conversion day - Monday's classes meet today) essay 2 seg 2; revision 1 essay 1
M10/19: CP, Fiala p.18-35
W10/21: CP, Bar On p.36-44; VIP please purchase Truss's Eats, Shoots & Leaves from Shakespeare & Co. by this date!
M10/26: CP, Eide p.45-60; journal #6
W10/28: article paper 2 seg 3
Seg 4 – Language Preservation vs. the Facebook Era
M11/2: Truss, p.1-34, "Introduction"
W11/4: essay 3 seg 3; revision 2 essay 2; journal #7; Truss, p.68-102, "That'll Do, Comma"
M11/9: Truss, p.103-176, "Airs and Graces", "Cutting a Dash", "A Little Used Punctuation Mark"; journal #7 performed in class!!!
W11/11: article paper 3 seg 4; CP, Braden, p.58-64
M11/16: CP, Westlake, p.65-84
Seg 5 – The Environmental/Global Warming Debate
W11/18: essay 4 seg 4; revision 3 essay 3; in-class reading of CP, Dourmana, p. 106f
M11/23: CP, Moser, p.85-105
W11/25: article paper 4 seg 5; CP, Thompson, p.108-128
M11/30: film screening at library (meet in room 242, second floor); journal #8
Seg 6 – Final Exam Preparation
W12/2: essay 5 seg 5; revision 4 essay 4
M12/7: journal #9
W12/9: revision 5 essay 5
M12/14: (no class – reading day)
Seg 7 – Final Exam Week
F12/18: last day to turn in your library orientation completion certificate to my mailbox in the English Department (room 2308, Boylan Hall)
T12/15-12/21: exact test date, time, and location is TBA
course syllabus v1.2
[[view and download the file here]]
English Composition I
Confronting Contemporary Issues, Composing in an Academic Voice
-------------------------------------------------------------------------------------------------------------------------------
Fall 2009 MW2AF (0572)
2154 Boylan M&W 2:15 – 3:30p
Steve D’Amato
prof.damato@gmail.com
3308 Boylan M&W (10a – 2p), and by appt.
syllabus v.1.2
Required Texts & Materials:
-- A notebook, accompanied by your favorite pen and pencil.
-- D’Amato. ENG1 Coursepack. 2009.
-- Hacker, Diana. A Writer’s Reference with Writing in the Disciplines. 6th Edition. Boston: Bedford/St. Martin’s, 2007. ISBN: 0-3124-7167-X
-- Obama, Barack. Dreams from My Father. New York: Three Rivers Press, 2004. ISBN: 1-4000-8277-3
-- Truss, Lynne. Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation. New York: Gotham Books, 2006. ISBN: 1-5924-0203-8
Note: your textbooks can be purchased only from Shakespeare & Co.; the Coursepack only from Far Better Copy
Course Description & Goals
The purpose of this course is for you to develop and improve your skills as a writer within academia. The saying that “practice makes perfect” cannot be more suitable when used in this context. This course is a workshop in expository writing focusing on strategies of, and practice in analytical reading and writing about texts, on fundamentals of grammar and syntax, and on writing as a process of invention, revision, and editing. In order to become a better, trained writer you must read and write, and frequently at that. Therefore, I have set the following goals for this term. Please keep in mind that these are benchmarks both I, as your professor, and you, as the student, should be continually striving to meet.
(1) Display correct grammar and spelling in your writing, in both formal and informal contexts
(2) Summarize an author’s position on a particular subject or issue; i.e. identify their thesis
(3) Compare the point of view of one author or text with that of another
(4) Understand and, crucially, compose effective thesis statements
(5) Use textual evidence to support your arguments
(6) Effectively organize your papers by including an introduction, a structured body, and a conclusion
(7) Use your personal experiences as viable examples in your writing
(8) Proofread and revise your own work
(9) To enjoy the writing process and its outcome
Course Requirements & Grade Distribution
I. e-journal (25%) – To complete this requirement I ask that you (i) join this class’s online blog; (ii) frequently submit and/or reply to posts as prompted; (iii) participate by writing at least 150 words. Each journal entry is due on the specified day, before the class convenes at 2:15p. The weblog may be found at: http://profdamato.blogspot.com/
II. Article Reviews (25%) – You must do brief, outside research to fulfill these assignments. These short (1-3p) papers summarize the thesis and content of an article or essay located within an “approved” academic source (e.g. J-STOR, ProjectMUSE, Google Scholar, the OED, the BBC, et al.). Note: Wikipedia is not an approved academic source! The selected article must discuss or address the topic corresponding to the syllabus. If you choose to do so, you may compare and/or contrast your article with one read previously by the class. Importantly, to receive credit the outside article or essay must be cited properly according to MLA format, printed, and attached at the end of your paper.
III. Essays & Essay Revisions (50%) – These are the bulk weight of the course: formal essays that display an effective thesis statement and sound organization, thus illustrating comprehension and thoughtful engagement with the required texts. These should typically be no shorter than three pages in length and no more than six. Outside sources, other than a dictionary, are neither recommended nor encouraged and must be approved prior to final draft submission.
IV. Exit Exam (Pass or No-Pass) – Given at the end of the semester, this two-hour written exam requires you to compose an organized formal essay in which you compare and contrast two articles that debate a common topic, theme, or issue. You must pass this exam in order to receive credit for English I and move onto English II.
V. Attendance and Participation – As a university student, coming to class prepared is vital. Similarly, remaining attentive, taking notes, and joining in-class discussion are vital means to obtaining the most out of this course. If your participation is poor or excellent it may affect your final grade by as much as one letter down or up, respectively.
Possible Final Grades
In accordance with departmental policy, the following final marks may be conferred in English I:
-- Standard letter grades A through C- will be given to any student who completes the majority of the course’s requirements. If a student’s work is less than a C- but higher than an F, the final grade becomes an NC.
-- A mark of NC—or no-credit—is a non-passing, non-punitive grade that requires the student to retake the course and strengthen his or her writing skills in a subsequent term. Each student at BC may attempt English I three times.
-- The grade of WU or F is given if the student fails to meet a majority of this course’s requirements, if the student is excessively absent or tardy, or if the student’s written work or classroom conduct is of poor and unsatisfactory quality.
-- Note: an unofficial withdrawal, or WU, will become an F six weeks after the term has closed unless appropriate action is taken by the student to resolve the withdrawal with the appropriate Brooklyn College academic office(s).
Class Policies
1.) Please bring the Writer’s Reference (WR), your notebook and a writing implement to every class meeting. Other relevant texts, e.g. Coursepack (CP), Obama’s Dreams (OD) or Eats, Shoots & Leaves (ES&L), should be brought as they are needed. Coming to class prepared is essential. If you are not prepared I may dismiss you from class.
2.) You are allowed three absences. If you miss more than three class meetings you risk being dropped from the course. Likewise, tardiness is not acceptable. Be on time. If you are consistently late I will be forced to take disciplinary action. If you must be absent due to religious observation please email me in advance, indicating dates/times and you will not be marked absent. Of course, if extenuating circumstances (i.e. medical or family matters) arise during the term that will impede your ability to attend class on a regular basis, please email me or see me during my office hours as soon as possible so we can work something out.
3.) All written work should be typed, double spaced, and stapled with your name clearly visible at the top of the first page.
4.) Plagiarism will not be tolerated in any shape or form. Don’t try it. I will catch you. Bad things will happen.
The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism. Each student is responsible for being aware of what constitutes cheating and plagiarism and for avoiding both. The complete text of the CUNY Academic Integrity Policy and the Brooklyn College procedure for implementing that policy can be found at this site: http://www.brooklyn.cuny.edu/bc/policies. If a faculty member suspects a violation of academic integrity and, upon investigation, confirms that violation, or if the student admits the violation, the faculty member MUST report the violation.
5.) Late papers receive a deduction of one letter grade per day. Please, hand them in when they are due.
Academic Help & Tutoring
There is a wonderful wealth of academic help available to you at Brooklyn College. You can always email me or come see me during my office hours so that we can discuss the class and your writing. But perhaps you’d like to take another route… On the first floor of Boylan Hall, in room 1300 is the Learning Center. Here you will find writing tutors—as well as tutors who specialize in other subjects—who are more than willing to answer those pressing questions and alleviate those nagging concerns you might have about an individual assignment. If you feel that you need the advice of a peer, I strongly encourage you to visit the Learning Center and schedule an appointment. You’ll be glad you did.
Evaluation Criteria for Written Work
In this course your essays will be graded in the manner detailed below. Please read over this information carefully so that you fully understand what is expected of you. These terms apply to each individual assignment and to the class as a whole. Think of them as goals which you should consistently be working towards throughout your coursework in English I.
It is important to remind you that this page should serve as a reference guide for you. After you finish an assignment, look over these criteria and ask yourself the following questions. These questions are not only pertinent for you to consider for your own good, but also because they are the questions that I will be asking myself when I grade your work.
• Have all the assignment’s requirements been fully answered and fulfilled?
• Is the work appropriately and fittingly named or titled?
• Is there a thesis clearly presented within the introductory paragraph?
• Does the paper follow the structure outlined or suggested by the thesis?
• Is the body of the paper structured in a logical, flowing, and organized manner?
• Does the student show a clear understanding of the relevant text(s) at hand?
• Does the student provide quotations or evidence from the relevant text(s) at hand?
• Does the student analyze and adequately explain the textual evidence to illustrate and prove his/her point?
• Are the referenced sources parenthetically cited according to MLA format?
• Does a bibliography or Works Cited page appear at the end of the document in proper MLA format?
• Is there a conclusion to the paper?
• Does the conclusion reiterate and explain the paper’s thesis and main point(s)?
• Does the conclusion offer something new that has not been addressed in the paper?
• Is the student’s work free from grammar and spelling mistakes?
• Does the paper show signs that it has been proofread and revised by the student?
Note: This syllabus and its contents are subject to change and modification at any point during the term; before any changes take effect, you (the student) will be notified either in writing (hard copy), via the course weblog (electronic posting), or via a class-wide email message with the new syllabus attached (electronic copy). Compare version numbers on the top-right of the first page to stay current.
English Composition I
Confronting Contemporary Issues, Composing in an Academic Voice
-------------------------------------------------------------------------------------------------------------------------------
Fall 2009 MW2AF (0572)
2154 Boylan M&W 2:15 – 3:30p
Steve D’Amato
prof.damato@gmail.com
3308 Boylan M&W (10a – 2p), and by appt.
syllabus v.1.2
Required Texts & Materials:
-- A notebook, accompanied by your favorite pen and pencil.
-- D’Amato. ENG1 Coursepack. 2009.
-- Hacker, Diana. A Writer’s Reference with Writing in the Disciplines. 6th Edition. Boston: Bedford/St. Martin’s, 2007. ISBN: 0-3124-7167-X
-- Obama, Barack. Dreams from My Father. New York: Three Rivers Press, 2004. ISBN: 1-4000-8277-3
-- Truss, Lynne. Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation. New York: Gotham Books, 2006. ISBN: 1-5924-0203-8
Note: your textbooks can be purchased only from Shakespeare & Co.; the Coursepack only from Far Better Copy
Course Description & Goals
The purpose of this course is for you to develop and improve your skills as a writer within academia. The saying that “practice makes perfect” cannot be more suitable when used in this context. This course is a workshop in expository writing focusing on strategies of, and practice in analytical reading and writing about texts, on fundamentals of grammar and syntax, and on writing as a process of invention, revision, and editing. In order to become a better, trained writer you must read and write, and frequently at that. Therefore, I have set the following goals for this term. Please keep in mind that these are benchmarks both I, as your professor, and you, as the student, should be continually striving to meet.
(1) Display correct grammar and spelling in your writing, in both formal and informal contexts
(2) Summarize an author’s position on a particular subject or issue; i.e. identify their thesis
(3) Compare the point of view of one author or text with that of another
(4) Understand and, crucially, compose effective thesis statements
(5) Use textual evidence to support your arguments
(6) Effectively organize your papers by including an introduction, a structured body, and a conclusion
(7) Use your personal experiences as viable examples in your writing
(8) Proofread and revise your own work
(9) To enjoy the writing process and its outcome
Course Requirements & Grade Distribution
I. e-journal (25%) – To complete this requirement I ask that you (i) join this class’s online blog; (ii) frequently submit and/or reply to posts as prompted; (iii) participate by writing at least 150 words. Each journal entry is due on the specified day, before the class convenes at 2:15p. The weblog may be found at: http://profdamato.blogspot.com/
II. Article Reviews (25%) – You must do brief, outside research to fulfill these assignments. These short (1-3p) papers summarize the thesis and content of an article or essay located within an “approved” academic source (e.g. J-STOR, ProjectMUSE, Google Scholar, the OED, the BBC, et al.). Note: Wikipedia is not an approved academic source! The selected article must discuss or address the topic corresponding to the syllabus. If you choose to do so, you may compare and/or contrast your article with one read previously by the class. Importantly, to receive credit the outside article or essay must be cited properly according to MLA format, printed, and attached at the end of your paper.
III. Essays & Essay Revisions (50%) – These are the bulk weight of the course: formal essays that display an effective thesis statement and sound organization, thus illustrating comprehension and thoughtful engagement with the required texts. These should typically be no shorter than three pages in length and no more than six. Outside sources, other than a dictionary, are neither recommended nor encouraged and must be approved prior to final draft submission.
IV. Exit Exam (Pass or No-Pass) – Given at the end of the semester, this two-hour written exam requires you to compose an organized formal essay in which you compare and contrast two articles that debate a common topic, theme, or issue. You must pass this exam in order to receive credit for English I and move onto English II.
V. Attendance and Participation – As a university student, coming to class prepared is vital. Similarly, remaining attentive, taking notes, and joining in-class discussion are vital means to obtaining the most out of this course. If your participation is poor or excellent it may affect your final grade by as much as one letter down or up, respectively.
Possible Final Grades
In accordance with departmental policy, the following final marks may be conferred in English I:
-- Standard letter grades A through C- will be given to any student who completes the majority of the course’s requirements. If a student’s work is less than a C- but higher than an F, the final grade becomes an NC.
-- A mark of NC—or no-credit—is a non-passing, non-punitive grade that requires the student to retake the course and strengthen his or her writing skills in a subsequent term. Each student at BC may attempt English I three times.
-- The grade of WU or F is given if the student fails to meet a majority of this course’s requirements, if the student is excessively absent or tardy, or if the student’s written work or classroom conduct is of poor and unsatisfactory quality.
-- Note: an unofficial withdrawal, or WU, will become an F six weeks after the term has closed unless appropriate action is taken by the student to resolve the withdrawal with the appropriate Brooklyn College academic office(s).
Class Policies
1.) Please bring the Writer’s Reference (WR), your notebook and a writing implement to every class meeting. Other relevant texts, e.g. Coursepack (CP), Obama’s Dreams (OD) or Eats, Shoots & Leaves (ES&L), should be brought as they are needed. Coming to class prepared is essential. If you are not prepared I may dismiss you from class.
2.) You are allowed three absences. If you miss more than three class meetings you risk being dropped from the course. Likewise, tardiness is not acceptable. Be on time. If you are consistently late I will be forced to take disciplinary action. If you must be absent due to religious observation please email me in advance, indicating dates/times and you will not be marked absent. Of course, if extenuating circumstances (i.e. medical or family matters) arise during the term that will impede your ability to attend class on a regular basis, please email me or see me during my office hours as soon as possible so we can work something out.
3.) All written work should be typed, double spaced, and stapled with your name clearly visible at the top of the first page.
4.) Plagiarism will not be tolerated in any shape or form. Don’t try it. I will catch you. Bad things will happen.
The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism. Each student is responsible for being aware of what constitutes cheating and plagiarism and for avoiding both. The complete text of the CUNY Academic Integrity Policy and the Brooklyn College procedure for implementing that policy can be found at this site: http://www.brooklyn.cuny.edu/bc/policies. If a faculty member suspects a violation of academic integrity and, upon investigation, confirms that violation, or if the student admits the violation, the faculty member MUST report the violation.
5.) Late papers receive a deduction of one letter grade per day. Please, hand them in when they are due.
Academic Help & Tutoring
There is a wonderful wealth of academic help available to you at Brooklyn College. You can always email me or come see me during my office hours so that we can discuss the class and your writing. But perhaps you’d like to take another route… On the first floor of Boylan Hall, in room 1300 is the Learning Center. Here you will find writing tutors—as well as tutors who specialize in other subjects—who are more than willing to answer those pressing questions and alleviate those nagging concerns you might have about an individual assignment. If you feel that you need the advice of a peer, I strongly encourage you to visit the Learning Center and schedule an appointment. You’ll be glad you did.
Evaluation Criteria for Written Work
In this course your essays will be graded in the manner detailed below. Please read over this information carefully so that you fully understand what is expected of you. These terms apply to each individual assignment and to the class as a whole. Think of them as goals which you should consistently be working towards throughout your coursework in English I.
It is important to remind you that this page should serve as a reference guide for you. After you finish an assignment, look over these criteria and ask yourself the following questions. These questions are not only pertinent for you to consider for your own good, but also because they are the questions that I will be asking myself when I grade your work.
• Have all the assignment’s requirements been fully answered and fulfilled?
• Is the work appropriately and fittingly named or titled?
• Is there a thesis clearly presented within the introductory paragraph?
• Does the paper follow the structure outlined or suggested by the thesis?
• Is the body of the paper structured in a logical, flowing, and organized manner?
• Does the student show a clear understanding of the relevant text(s) at hand?
• Does the student provide quotations or evidence from the relevant text(s) at hand?
• Does the student analyze and adequately explain the textual evidence to illustrate and prove his/her point?
• Are the referenced sources parenthetically cited according to MLA format?
• Does a bibliography or Works Cited page appear at the end of the document in proper MLA format?
• Is there a conclusion to the paper?
• Does the conclusion reiterate and explain the paper’s thesis and main point(s)?
• Does the conclusion offer something new that has not been addressed in the paper?
• Is the student’s work free from grammar and spelling mistakes?
• Does the paper show signs that it has been proofread and revised by the student?
Note: This syllabus and its contents are subject to change and modification at any point during the term; before any changes take effect, you (the student) will be notified either in writing (hard copy), via the course weblog (electronic posting), or via a class-wide email message with the new syllabus attached (electronic copy). Compare version numbers on the top-right of the first page to stay current.
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