http://csuwebct.ces.edu Web-CT - This is your online classroom that works in conjunction witht he course blog and your Learning Team Community
http://www.nytimes.com/slideshow/2008/08/01/nyregion/0801-MURAL_index.html - CSU
http://www.youtube.com/watch?v=_aL2jrCehN4 - How to Write a Research Paper - humor
http://owl.english.purdue.edu/owl/resource/560/01/ - APA Guidelines
http://owl.english.purdue.edu/owl/resource/557/01/ - MLA Guidelines
http://www.amazon.com/How-Read-Book-Touchstone-book/dp/0671212095 - How to Read A Book,by Mortimer J. Adler (Author), Charles Van Doren (Author) -- Lorenzo's favorite!
Friday, January 30, 2009
Thursday, January 29, 2009
1/29/09 - 12:00 - 3:00 - A. Lorenzo in Smartroom =Tutoring
Students,
In addition to her regularly held morning office hours, Professor Lorenzo will be stationed in the Library Smart Room (L-17) today, Thursday 1/29/09 between the hours of 12:00 - 3:00 PM to assist students with any of the current week's or week four assignments.
Note #1: Today is your first online classroom. Follow all the instructions identified in the Online Classroom Blog posting.
Note #2: Posting of typed essay #1 will occur in week 4, a preview of your topic will be held Monday of next week.
In addition to her regularly held morning office hours, Professor Lorenzo will be stationed in the Library Smart Room (L-17) today, Thursday 1/29/09 between the hours of 12:00 - 3:00 PM to assist students with any of the current week's or week four assignments.
Note #1: Today is your first online classroom. Follow all the instructions identified in the Online Classroom Blog posting.
Note #2: Posting of typed essay #1 will occur in week 4, a preview of your topic will be held Monday of next week.
Tuesday, January 27, 2009
Week Four Classroom and Homework Assignments
Week Four: 2/2/09 - 2/5/09 M-Th
Course Days:12 -13-14-15
General Directives:
1. Check your calendar to secure you are in the right location all four days of the course week.
2. Homework:
Read Chapters 3&4 of the course text:
A. Read the introductory information of each chapter - highlighting the key points in course journal.
B. Pick one reading (essay) from each chapter to read and using your course journal, write down notes as you read the essay.
C. Title of text essay will be the title of your note entries.
D. Begin thinking of typed essay #2 topic. See syllabus listing.
3. Classroom:
A. Syllabus Review and Student sign-off
B. Journal Writing - Topic to be announced
C. Computer Lab work - Vocbulary Quiz
D. Chapter 3 & 4 Review - Essays
E. Review of Online Classroom assignment
J. Journal Check off - secure that daily directives and journal entries are entered.
Course Days:12 -13-14-15
General Directives:
1. Check your calendar to secure you are in the right location all four days of the course week.
2. Homework:
Read Chapters 3&4 of the course text:
A. Read the introductory information of each chapter - highlighting the key points in course journal.
B. Pick one reading (essay) from each chapter to read and using your course journal, write down notes as you read the essay.
C. Title of text essay will be the title of your note entries.
D. Begin thinking of typed essay #2 topic. See syllabus listing.
3. Classroom:
A. Syllabus Review and Student sign-off
B. Journal Writing - Topic to be announced
C. Computer Lab work - Vocbulary Quiz
D. Chapter 3 & 4 Review - Essays
E. Review of Online Classroom assignment
J. Journal Check off - secure that daily directives and journal entries are entered.
Online Classroom - 1/29/09
Tuesday, January 27, 2009
Online Classroom - Thursday 1/29/09
Week Three
Day 1
11/29/09 - Thursday
Mini Questionnaire Chapters 1&2 of course text Directive:
1. Students Read chapters 1&2 of course text
2. Students prepare formal outline of chapters 1&2 of course text
3. Students answer Mini Questionnaire in Course Journal*, identify class following heading of this post.
4. Faculty signs off on Mini Questionnaire Week Four - Day 12, 2/o2/09
Questions:
Chapter 1
1. A. What are these terms associated to:
Rereading
Analyzing
Responding
Summarizing
Previewing
Annotating
1.B. Place these terms in order and identify each one of these terms.
2. What does reading have to do with writing?
Note: Answer 2, must be at least two complete paragraphs, using language from the course text.Chapter 21. Define the following styles of paper/writing - identify where the definitions are found in the course text:
A. Definition Paper
B. Position Paper
C. Proposal
D. Argument Paper
E. Exploration Writing
F. Report
G. Free writing
Note: One paragraph per answer.
2. Journal Essay # 3: Turn to page 46 in your course text - view the following page (not numbered), which has a photograph of a boy holding a sign. On the other side of the photograph page, you will see a paragraph asking you to respond to the photo...answer all the questions listed.
----------------------------------
Syllabus Review
1. SPECIAL NOTE: Professor Lorenzo has decided to have the second syllabus review during Week Four of the semester. Monday or Tuesday look for a pop quiz.
Online Classroom - Thursday 1/29/09
Week Three
Day 1
11/29/09 - Thursday
Mini Questionnaire Chapters 1&2 of course text Directive:
1. Students Read chapters 1&2 of course text
2. Students prepare formal outline of chapters 1&2 of course text
3. Students answer Mini Questionnaire in Course Journal*, identify class following heading of this post.
4. Faculty signs off on Mini Questionnaire Week Four - Day 12, 2/o2/09
Questions:
Chapter 1
1. A. What are these terms associated to:
Rereading
Analyzing
Responding
Summarizing
Previewing
Annotating
1.B. Place these terms in order and identify each one of these terms.
2. What does reading have to do with writing?
Note: Answer 2, must be at least two complete paragraphs, using language from the course text.Chapter 21. Define the following styles of paper/writing - identify where the definitions are found in the course text:
A. Definition Paper
B. Position Paper
C. Proposal
D. Argument Paper
E. Exploration Writing
F. Report
G. Free writing
Note: One paragraph per answer.
2. Journal Essay # 3: Turn to page 46 in your course text - view the following page (not numbered), which has a photograph of a boy holding a sign. On the other side of the photograph page, you will see a paragraph asking you to respond to the photo...answer all the questions listed.
----------------------------------
Syllabus Review
1. SPECIAL NOTE: Professor Lorenzo has decided to have the second syllabus review during Week Four of the semester. Monday or Tuesday look for a pop quiz.
Lorenzo is at Wesley Hall - Office 337 - NOW
Students,
Hope you are enjoying the snow day....
Wednesday - Bring paper for my review
Thursday - WebCT training - Post Papers
Friday - Online Classroom - Topics: Chapter 1/2 & Syllabus Review
Come see me now if you have questions about week 3's assignments.
Let it snow, Let it snow, Let it snow!!!!!!!!
Hope you are enjoying the snow day....
Wednesday - Bring paper for my review
Thursday - WebCT training - Post Papers
Friday - Online Classroom - Topics: Chapter 1/2 & Syllabus Review
Come see me now if you have questions about week 3's assignments.
Let it snow, Let it snow, Let it snow!!!!!!!!
Wednesday, January 21, 2009
Printed Essay #1 - Definition Paper
ENG1102/LORENZO
Printed Essay #1 - Definition Paper
Posted: 1/21/09
Electronic WebCT Posting (submit) Date: 1/27/09 - Tuesday
4 Pages
2 References
APA Format
Learning Community Students: Topic of Definition Paper must be directly related to the LC course associated with this ENG1102 course.
How to write a definition paper
Defining a process, concept, or technique for an audience who needs to understand it can be challenging. Here are some tips that may help.
Writing a definition paper may come in the form of preparing a document to define, for example, a political philosophy, a social service proposal, or a controversial practice. A definition paper is more than listing a general meaning of a term; it involves a discussion of the idea's cultural and associative meanings, sometimes called the connotation, along with the denotation.
When preparing to write a definition paper, keep in mind the following guidelines:
1. A definition paper stays on track in developing a single idea. Stay focused on the main meaning outlined in the introduction of your paper. For example, if you're writing a speech on the meaning of patriotism, don't get sidetracked by related concepts like loyalty or nationalism. Be sure that each sub-point refers to or helps to define the main idea. It may help to restate the key term periodically throughout the document.
1. A definition paper stays on track in developing a single idea. Stay focused on the main meaning outlined in the introduction of your paper. For example, if you're writing a speech on the meaning of patriotism, don't get sidetracked by related concepts like loyalty or nationalism. Be sure that each sub-point refers to or helps to define the main idea. It may help to restate the key term periodically throughout the document.
2. Link each topic idea to the main concept. You can do this through repetition or exploring offshoot ideas that help to define the key point in a significant way. One paragraph may explain the literal meaning of "patriotism," for example, while another paragraph discusses the cultural meaning, along with differences for the many groups of people that live in that culture. A third paragraph can outline some unusual or competing meanings of the concept.
3. Begin on common ground that your audience can appreciate. Use a dictionary meaning that the audience will readily grasp. From there you can move into more abstract or complex territory by considering related definitions, like those found in a numbered list in a typical dictionary. But be sure to define each new term or variation on the original definition in a basic way that your audience can follow and appreciate. Pause for questions or clarifications as you move from one point to another.
4. Keeping your audience in mind, explore related meanings of the word. Some of these may already be held by members of your audience, or the entire group may be aware of, but not familiar with, other terms or meanings. For example, militant terrorists may consider themselves highly patriotic to their country or their culture when performing violent acts, but people from other cultures hold a negative view of such behavior. Contrasts like these offer great opportunities for discussion and reflection.
5. Invite the audience to ask questions or share their understanding of the term. It may be some of the people who read your paper or listen to your speech will have another view of the idea outlined in your presentation. Be willing to accommodate alternative views by mentioning these in passing or in explaining the differences between these and the view expounded in your paper. Show respect even when you disagree with other interpretations.
A definition paper offers both a denotation, or literal meaning, and a connotation, or cultural (or associative) meaning of an idea. Be prepared to share both in your document to give the audience a well-rounded view. Use examples to explain a word’s unusual meaning or application.
Reference Source:
Thursday, January 15, 2009
Smart Classroom - T/Th
Smart Classroom - ENG/1102-18-1:00 Spring09
Effective - 01/19/09 - Tuesday: Lorenzo's ENG1102-18-1:00 Spring 09 (1:00 - 1:50) course will be instructed at two locations:
Monday & Wednesday - Wesley Hall (same room as first week)
Tuesday & Thursday - CSU Library - room L17
Note: Smart Classroom is located in the basement. External side entry to basement hallway leads to the Smart Classroom at the end of the hall on the right - past the writing lab.Weekly.
Effective - 01/19/09 - Tuesday: Lorenzo's ENG1102-18-1:00 Spring 09 (1:00 - 1:50) course will be instructed at two locations:
Monday & Wednesday - Wesley Hall (same room as first week)
Tuesday & Thursday - CSU Library - room L17
Note: Smart Classroom is located in the basement. External side entry to basement hallway leads to the Smart Classroom at the end of the hall on the right - past the writing lab.Weekly.
Wednesday, January 14, 2009
Preview Exam - Day 3 Wednesday
CSU
ENG1102
Lorenzo
Day 3
1/13/10 - Wednesday
Classroom Drill
Directive:
Write your answers in your ENG1102 journal, using the heading 'Preview Exam - Day 3'.
Exercise A
Detailed answers required – three or more sentences and fully diagramed answers. Language of answers should display the learner's understanding of writing and research knowledge obtained from your Fall/Eng1100 course.
1. Define/Explain a fully-developed research paper.
2. Display the proper MLA format and the coversheet of an APA style paper.
3. Explain: correct sentence, structure, grammar, and spelling
4. State the correct design of a five paragraph essay document.
5. Identify your proofreading challenges, listing at least two areas of difficulty and what methods you can perform to upgrade your skills.
6. What makes up a proper draft outline? Formal and/or Informal
7. Display a prewriting technique.
8. Provide a sample of a correct reference/work sited item.
9. What skills are required to perform a successful oral presentation?
Exercise B
Directive: Detailed two sentences answers required.
1. Time Line
2. Thesis Statement
3. Paraphrasing
4. Summarizing
5. Plagiarism
6. Library Research Models
7. Annotated Bibliography
8. Rhetorical Analysis
9. Position Paper
Exercise C
Directive: Identify three grammar tools/rules.
1.
2.
3.
ENG1102
Lorenzo
Day 3
1/13/10 - Wednesday
Classroom Drill
Directive:
Write your answers in your ENG1102 journal, using the heading 'Preview Exam - Day 3'.
Exercise A
Detailed answers required – three or more sentences and fully diagramed answers. Language of answers should display the learner's understanding of writing and research knowledge obtained from your Fall/Eng1100 course.
1. Define/Explain a fully-developed research paper.
2. Display the proper MLA format and the coversheet of an APA style paper.
3. Explain: correct sentence, structure, grammar, and spelling
4. State the correct design of a five paragraph essay document.
5. Identify your proofreading challenges, listing at least two areas of difficulty and what methods you can perform to upgrade your skills.
6. What makes up a proper draft outline? Formal and/or Informal
7. Display a prewriting technique.
8. Provide a sample of a correct reference/work sited item.
9. What skills are required to perform a successful oral presentation?
Exercise B
Directive: Detailed two sentences answers required.
1. Time Line
2. Thesis Statement
3. Paraphrasing
4. Summarizing
5. Plagiarism
6. Library Research Models
7. Annotated Bibliography
8. Rhetorical Analysis
9. Position Paper
Exercise C
Directive: Identify three grammar tools/rules.
1.
2.
3.
Tuesday, January 13, 2009
Course Syllabus: ENG1102 SPRING2010
ENG1102 Course Syllabus
Central State University
English 1102: Writing and Research
Learning Community
Course Policies and Procedures
Spring2010
Ms. Annette Lorenzo
Office: Wesley Hall
Office Hours: 10:00-11:30 AM/3:00-4:00 M-Th
E-mail: csulorenzo@yahoo.com
Phone: 937-776-6410 (cell)
Texts:Lunsford A Andrea, and Ruszkiewicz J. John. The Presence of Others: Voices and Images That Call for Response, 5th ed. Bedford, St. Martins. 2008
Literature text:
A recently published dictionary and a recently published thesaurus.
Catalog Description:ENG 1102 (4 credits, I, II) Writing and Researching the Essay: Research-based argumentative and analytical writing using library and Internet sources. Students will continue to develop proficiency in college-level writing and mechanics. They will write brief essays and at least one longer research paper, properly formatted, using both print and electronic sources. The research paper will be oriented toward the student’s major field or area of interest. Course includes review for the English Proficiency exam.
Prerequisite: Grad of C or above in ENG 1100 or 1101 or equivalent.Note: This CSU- Spring2009/ ENG1102 works in conjunction with an assigned Learning Community course. Additional written assignment/classroom directives will be posted on this online blog, which will be administrated by the ENG1102 course instructor. The Learning Community directive document is an offical segment of the main syllabus of this ENG11002 course.Purpose:English 1102 has two primary goals. The first is to assist you in improving your academic writing and research. Writing is a skill that, like any skill, can be improved through guided practice. The class is designed to give you that guidance and practice so that, no matter what level of skill you start with, you can improve the writing skills you have already acquired and, over the course of the semester, become a better, more confident writer. The course has as an additional goal to help you prepare for the kinds of writing and research that you will be asked to do in your college and professional careers.After the policies, you will find the department’s outline of the knowledge, skills, and dispositions that you will master during the course of this semester. In support of your goal of gaining greater control over the process of writing, you will learn a set of concepts and a vocabulary of language analysis, logic, and rhetorical strategy. By knowing more about how language, logic, and persuasion work, and by knowing more features of style and argument, you will become a better writer.The course syllabus will take you through a series of assignments, each of which will focus on different rhetorical and linguistic skills. The syllabus specifies the kind of assignment you will do at each stage; however, you will be able in most cases to choose your own topic. You will also have the freedom to specify the audiences you want to address, though we will keep in mind the special situation of academic writing.
Course Materials:In addition to the required textbooks, you will also need:A notebook to keep class handouts and the notes you take.A pocket folder. Each time you turn in a major writing assignment, you will need to place it in a pocket folder with all the background material for that paper and all your previous papers. This writing portfolio will help us assess the progress you make throughout the semester. After significant revision and reflection, you will turn in the best of your portfolio at the end of the semester. These can be collected at the beginning of the following semester.WebCT page and
Course Blog: This is a paperless classroom/course. Check these daily! The calendar will have homework assignments, and all handouts will be posted on the site. Blog and WebCT address will be provided during the first week of the course.
Requirements:In-class Writing and Style Exercises: In addition to exercises in the textbook, you will write a variety of short memos, responses to readings, answers to questions, paper plans, commentaries and critiques. Not all of these exercises will be announced in advance. Some will be graded, most will not; all will be recorded. We will also do a great deal of language work because you can improve your writing by isolating and practicing specific language features before you incorporate them into your work.
Major Paper Assignments: Your main work in the course consists of six papers written outside of class. Though you will do some work on these papers in class (brainstorming, drafting, revising), they must be researched, formed and polished outside of class. Think of them as representing the best thinking and writing you can produce.
Final Exam: More on this as we reach finals. You will be expected to write a set of essays on the language skills and rhetorical concepts covered this semester.Format for Assignments:All major papers must be typed. If you do not own a computer with word processing capability, computer labs are available on campus with software that is easy to learn.Papers must be submitted with a title page that includes your audience analysis. Use Times New Roman font, 12 point. Leave one-inch margins on all borders of the text. Papers must be double-spaced. Save your paper frequently while composing and make back-up hard copies of your finished work! Make a habit of emailing your paper to yourself as an attachment at least a couple of times during the drafting process and certainly BEFORE you exit the document for the last time and leave the computer lab, your friend’s computer, or even your own computer. This way, even if your paper is mysteriously erased, you still have a copy in your email files.Late Papers:Because the major paper assignments have been designed to build on each other, they must be done in the order specified and turned in on time. A paper drops one letter grade for every class period that it is late. A paper is considered late if turned in ten minutes after class starts. After one week, the late paper defaults to an “F.” To pass the course, you must complete all major paper assignments; thus, you must turn in a late paper even if it is an “F” so that you will still have a chance to pass the course. I understand that unusual situations occur; therefore, you are allowed one "free late" day for one paper -- no excuses needed. After that, the penalty is assessed -- no excuses allowed. Incomplete folders will be lowered one half grade; the "free late" does not apply.
Attendance:We're doing important work in class! If you are absent, it is your responsibility to learn what you missed. Get notes from another student, check the WebCT page/Course Blog, and/or visit me during my office hours. I will not type out lecture notes via e-mail.University policy states that you may fail a course for having more unexcused absences during the semester than the number of times the class meets per week. For ENG 1102, that is four times during the course of the semester.An excused absence entitles you to make up what work can be made up. Satisfactory documentation for each excused absence is required, and must be presented within a week of that absence. Excused absences include religious observances, funerals, family/ medical emergencies, serious illness. I will not accept a Health Center receipt for an excused absence. I must have a letter from your doctor stating that you were unable to attend class for the specific dates that you missed. If something serious happens, I must know what is going on!! We'll work together to get you caught up.
Grading and Revision:In any skills course, what counts is improvement. Thus, the grades you earn on later papers count more than grades on earlier papers. The percentage of each contribution to your final grade is as follows:
In-class writing, homework, and class participation 10%
Essay #1: Definition 10%
Essay #2: “What Are the Issues” 10%
Essay #3: Annotated Bibliography 10%
Essay #4: Rhetorical Analysis 10%
Essay #5: Pro/Pro Essay 20%
Essay #6: Position Paper 20%Final Exam 10%For the criteria determining grades A through F, see the attached grading standards. Revision is a key component of the writing process. Therefore, your final three papers will build on each other. Some of your work from each essay may appear in the next essay. For example, one side of your “Pro/Pro” essay will be the central argument of your final essay.
Office Hours:Office hours are an important way for students and professors to get to know each other outside of class. You don’t need a major crisis to come by. Stop in if you need help brainstorming a topic, drafting an essay, or revising. The only way I will help you one on one outside of class is during my office hours or by appointment. I will NOT read any of your work over e-mail and “tell you if it’s OK.” I find it much more effective to be able to discuss your writing with you in real time!During the Position Paper, I will cancel several classes and meet with each of you individually. Missing your conference will count as TWO unexcused absences.
Academic Integrity:Plagiarism, whether it is submitting someone else's work as your own, submitting your own work completed for another class without my permission, or using other sources without proper citations, will not be tolerated.We will discuss academic integrity and plagiarism thoroughly this semester, especially when working with source documentation. However, at any point in the semester, ignorance is not an excuse! If you have ANY questions about how to cite a source, come to my office hours. I WILL fail any paper that I suspect has been plagiarized, and you will be in serious jeopardy of failing the course entirely.Special Circumstances: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.
Additional CSU Information
ADA Statement: Central State University is committed to including students with disabilities as full participants in its programs, services, and activities through compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. If you are a student with a documented disability please schedule to meet with each of your professors to discuss any course accommodations you may need.
The final exam for this course will be conducted during the final exam period (May 4-7 on Main Campus and May 2-5 on the Dayton Campus); therefore your presence on campus is expected at the time our final is scheduled.If you have any questions or concerns about a grade or an assignment, your instructor is your first and primary point of contact.“I” grades (Incomplete) are given at the Instructor’s discretion and only if you: (1) have a legitimate incident that prevents completion of course assignments, and (2) adhere to these procedures:-provide relevant documents-have a C average going into the final exam period-have attended at least 50% of class meetings-agree in writing to the instructor’s terms for completing the missed work.
At CSU, we want to help you succeed; therefore, the following resources (and more!) are available to you:-Tutorial Services (Ms. H. Scott), 937 376-6110-Honors Program (Dr. Shevin), 937 376-6032-Counseling Services 937 376-6171; 937 376-6479; 937 376-6494(Mr. Adegbola, X6171; Dr. Hadley, X6479; Mr. Porter, X6494)-Scholarship Information (CSU Foundation), 937 376-6278-Dean of Students (Mr. D. Peal) 937 376-6494- Police/Safety, 937 376-5111-Health Center, 937 376-6134-IT (Information Technology) Helpdesk, 937 376-7007-Student Government Association, 937 376-6104-Career Services, 937 376-6383-Alumni Relations, 937 376-6640/6641
Advising Week begins April 1: see your advisor, register early for Fall ’09 or Summer ’09 classes and stay on track toward graduation! Last day to drop a class with a W grade, is April 3.Knowledge, Skills, and Dispositions for English 1102Objective: At the completion of the course, the student will demonstrate knowledge, skills, and dispositions as follows:Knowledge (what you can explain and/or teach to others)Understand the various modes of writing (exposition, description, argumentation) used in research writing.Explain the relationship between the thesis and the rest of the paper.Describe the techniques of argumentation.Refute adversarial positions.Describe proper documentation as required by major area.Communicate awareness of issues.Skills (tasks you can perform)Read and think critically.Analyze argumentative issues.Relate information in essays to one’s own academic major or areas of interest.Apply the techniques of argumentation to research-based writing. Read and think critically.Use approved documentation forms in research-based writing.Use primary and secondary sources properly.Write unified and coherent analytical and persuasive essays.Choose and limit a research topic.Find information in the library and on the Internet.Formulate a thesis for the research paper.Use MLA or APA formatting and documentation conventions. Dispositions (attitudes and behavior)Value careful reading and effective written communication.Value critical awareness of differing arguments.Maintain interest in current topics.Confidence in discussing issues.Evaluate and organize ideas.Achieve proficiency in the tools of research.Recognize rhetorical modes used in research writing.
Grading Criteria for ENG1102
The A Paper
It not only fulfills the assignment but does so in a fresh and mature way. The paper accommodates itself well to the intended audience.The evidence is detailed and used persuasively; citations are used effectively where appropriate and are formatted correctly.The organization gives the reader a sense of the necessary flow of the argument or explanation. Paragraphs are fully developed and follow from what precedes them; the conclusion reinforces the reader’s confidence in the writer’s control of the argument. Transitions are used as appropriate.The prose is clear, apt, and occasionally memorable; the paper contains few, if any errors of grammar, mechanics, word choice or expression, none of which undermines the overall effectiveness of the paper.
The B Paper
The assignment has been followed and fulfilled at a better-than-average level. The paper appropriately addresses its intended audience.The evidence is detailed and persuasive. The paper may sometimes rely too heavily on the obvious, though the writer does not consistently settle for the obvious. The reasoning is better than adequate; it is thoughtful, with awareness of other points of view.The introduction and conclusion are clear, but perhaps not as forceful as they could be. Most paragraphs follow well and are appropriately divided, though one or two could be better placed and developed.The expression is more than competent. Not only is sentence structure correct, but subordination, emphasis, sentence length, and variety are used effectively. Some sentences could be improved, but it would be surprising to find serious errors, such as comma splices, fragments, or fused sentences in a B paper. Punctuation, grammar, and spelling reveal proficient use of the conventions of Standard American English.
The C Paper
The assignment has been followed at a satisfactory level. The paper presents an appropriate thesis. However, the thesis may be too broad or general, or its presentation may be problematic in some way – e.g., the intended audience may, for various reasons, have trouble immediately discerning the thesis.For the most part, the argument is supported with evidence. However, the evidence is likely to be obvious; the paper may even lack some pertinent information. The reasoning, while generally sound, is predictable; or the reasoning, while generally good, is occasionally flawed. There is some awareness of other points of view.There is an implicit sense of organization, but several paragraphs and/or sentences within paragraphs are misplaced to the extent that the organizational structure is recognizable but disjointed.Sentence structure is generally correct, although the writer may show limited competence with sentence effectiveness, failing to use such elements as subordination, sentence variety, and modifiers to achieve emphasis. Comma splices, unintentional fragments, and fused sentences – errors that betray an inadequate understanding of sentence structure – may occasionally crop up. The vocabulary is fairly limited. The paper may contain errors in spelling, mechanics, and grammar that reveal unfamiliarity with conventions of Standard American English.
The D Paper
There is a poor sense of audience and a limited sense of purpose. The purpose or thesis cannot be discerned without significant work on the part of the reader.Necessary evidence is out of order and/or missing; irrelevant evidence may instead be present. The reasoning will necessarily be flawed.The organization is difficult to discern. The introduction is unclear or nonexistent, paragraphs are not well-developed or arranged, and transitions are incorrect or missing.There are numerous errors in grammar, spelling, and punctuation. The diction and/or syntax may be so weak that sentences are sometimes incomprehensible for the intended audience, although experienced readers can make sense of what is written. Lack of proofreading may turn an otherwise adequate paper into a D paper.
The F Paper
It is off the assignment. The thesis is unclear; the paper moves confusedly in several directions. It may even fall seriously short of minimum length requirements.and/orThere is virtually no evidence, or the attribution of evidence is problematic or has been neglected.an/orThe organization seems to a significant degree haphazard or arbitrary.and/orNumerous and consistent error s of grammar, spelling, diction or syntax hinder clarity or even basic communication. Some sentences are incomprehensible.(The grading criteria are adapted from: Introduction to Academic Writing, 2003-2004. Freshmen Writing Program, Department of English, University of Maryland, College Park. Needham Heights, MA: Pearson Custom Publishing, 2003.)****************************************************************************************Contact Information for English 1102
Ms. Annette Lorenzo, MPAPhone: 937-776-6410
E-mail: csulorenzo@yahoo.com
CT:Blog: address provide during face to face meeting.
Contract for English 1102, ____________________________, certify that I have read and understand the policies and procedures for English 1102. I agree to abide by these policies and procedures. I agree it is my responsiblity to notify Ms. Annette Lorenzo, MPA, ASAP if I have questions or problems related to my success in this course.
_________________________________________________Signature
__________date
Note: Students 'signature' will be completed by posting directly to this discussion post. Signatures are due the second week of class (Tuesday).
Central State University
English 1102: Writing and Research
Learning Community
Course Policies and Procedures
Spring2010
Ms. Annette Lorenzo
Office: Wesley Hall
Office Hours: 10:00-11:30 AM/3:00-4:00 M-Th
E-mail: csulorenzo@yahoo.com
Phone: 937-776-6410 (cell)
Texts:Lunsford A Andrea, and Ruszkiewicz J. John. The Presence of Others: Voices and Images That Call for Response, 5th ed. Bedford, St. Martins. 2008
Literature text:
A recently published dictionary and a recently published thesaurus.
Catalog Description:ENG 1102 (4 credits, I, II) Writing and Researching the Essay: Research-based argumentative and analytical writing using library and Internet sources. Students will continue to develop proficiency in college-level writing and mechanics. They will write brief essays and at least one longer research paper, properly formatted, using both print and electronic sources. The research paper will be oriented toward the student’s major field or area of interest. Course includes review for the English Proficiency exam.
Prerequisite: Grad of C or above in ENG 1100 or 1101 or equivalent.Note: This CSU- Spring2009/ ENG1102 works in conjunction with an assigned Learning Community course. Additional written assignment/classroom directives will be posted on this online blog, which will be administrated by the ENG1102 course instructor. The Learning Community directive document is an offical segment of the main syllabus of this ENG11002 course.Purpose:English 1102 has two primary goals. The first is to assist you in improving your academic writing and research. Writing is a skill that, like any skill, can be improved through guided practice. The class is designed to give you that guidance and practice so that, no matter what level of skill you start with, you can improve the writing skills you have already acquired and, over the course of the semester, become a better, more confident writer. The course has as an additional goal to help you prepare for the kinds of writing and research that you will be asked to do in your college and professional careers.After the policies, you will find the department’s outline of the knowledge, skills, and dispositions that you will master during the course of this semester. In support of your goal of gaining greater control over the process of writing, you will learn a set of concepts and a vocabulary of language analysis, logic, and rhetorical strategy. By knowing more about how language, logic, and persuasion work, and by knowing more features of style and argument, you will become a better writer.The course syllabus will take you through a series of assignments, each of which will focus on different rhetorical and linguistic skills. The syllabus specifies the kind of assignment you will do at each stage; however, you will be able in most cases to choose your own topic. You will also have the freedom to specify the audiences you want to address, though we will keep in mind the special situation of academic writing.
Course Materials:In addition to the required textbooks, you will also need:A notebook to keep class handouts and the notes you take.A pocket folder. Each time you turn in a major writing assignment, you will need to place it in a pocket folder with all the background material for that paper and all your previous papers. This writing portfolio will help us assess the progress you make throughout the semester. After significant revision and reflection, you will turn in the best of your portfolio at the end of the semester. These can be collected at the beginning of the following semester.WebCT page and
Course Blog: This is a paperless classroom/course. Check these daily! The calendar will have homework assignments, and all handouts will be posted on the site. Blog and WebCT address will be provided during the first week of the course.
Requirements:In-class Writing and Style Exercises: In addition to exercises in the textbook, you will write a variety of short memos, responses to readings, answers to questions, paper plans, commentaries and critiques. Not all of these exercises will be announced in advance. Some will be graded, most will not; all will be recorded. We will also do a great deal of language work because you can improve your writing by isolating and practicing specific language features before you incorporate them into your work.
Major Paper Assignments: Your main work in the course consists of six papers written outside of class. Though you will do some work on these papers in class (brainstorming, drafting, revising), they must be researched, formed and polished outside of class. Think of them as representing the best thinking and writing you can produce.
Final Exam: More on this as we reach finals. You will be expected to write a set of essays on the language skills and rhetorical concepts covered this semester.Format for Assignments:All major papers must be typed. If you do not own a computer with word processing capability, computer labs are available on campus with software that is easy to learn.Papers must be submitted with a title page that includes your audience analysis. Use Times New Roman font, 12 point. Leave one-inch margins on all borders of the text. Papers must be double-spaced. Save your paper frequently while composing and make back-up hard copies of your finished work! Make a habit of emailing your paper to yourself as an attachment at least a couple of times during the drafting process and certainly BEFORE you exit the document for the last time and leave the computer lab, your friend’s computer, or even your own computer. This way, even if your paper is mysteriously erased, you still have a copy in your email files.Late Papers:Because the major paper assignments have been designed to build on each other, they must be done in the order specified and turned in on time. A paper drops one letter grade for every class period that it is late. A paper is considered late if turned in ten minutes after class starts. After one week, the late paper defaults to an “F.” To pass the course, you must complete all major paper assignments; thus, you must turn in a late paper even if it is an “F” so that you will still have a chance to pass the course. I understand that unusual situations occur; therefore, you are allowed one "free late" day for one paper -- no excuses needed. After that, the penalty is assessed -- no excuses allowed. Incomplete folders will be lowered one half grade; the "free late" does not apply.
Attendance:We're doing important work in class! If you are absent, it is your responsibility to learn what you missed. Get notes from another student, check the WebCT page/Course Blog, and/or visit me during my office hours. I will not type out lecture notes via e-mail.University policy states that you may fail a course for having more unexcused absences during the semester than the number of times the class meets per week. For ENG 1102, that is four times during the course of the semester.An excused absence entitles you to make up what work can be made up. Satisfactory documentation for each excused absence is required, and must be presented within a week of that absence. Excused absences include religious observances, funerals, family/ medical emergencies, serious illness. I will not accept a Health Center receipt for an excused absence. I must have a letter from your doctor stating that you were unable to attend class for the specific dates that you missed. If something serious happens, I must know what is going on!! We'll work together to get you caught up.
Grading and Revision:In any skills course, what counts is improvement. Thus, the grades you earn on later papers count more than grades on earlier papers. The percentage of each contribution to your final grade is as follows:
In-class writing, homework, and class participation 10%
Essay #1: Definition 10%
Essay #2: “What Are the Issues” 10%
Essay #3: Annotated Bibliography 10%
Essay #4: Rhetorical Analysis 10%
Essay #5: Pro/Pro Essay 20%
Essay #6: Position Paper 20%Final Exam 10%For the criteria determining grades A through F, see the attached grading standards. Revision is a key component of the writing process. Therefore, your final three papers will build on each other. Some of your work from each essay may appear in the next essay. For example, one side of your “Pro/Pro” essay will be the central argument of your final essay.
Office Hours:Office hours are an important way for students and professors to get to know each other outside of class. You don’t need a major crisis to come by. Stop in if you need help brainstorming a topic, drafting an essay, or revising. The only way I will help you one on one outside of class is during my office hours or by appointment. I will NOT read any of your work over e-mail and “tell you if it’s OK.” I find it much more effective to be able to discuss your writing with you in real time!During the Position Paper, I will cancel several classes and meet with each of you individually. Missing your conference will count as TWO unexcused absences.
Academic Integrity:Plagiarism, whether it is submitting someone else's work as your own, submitting your own work completed for another class without my permission, or using other sources without proper citations, will not be tolerated.We will discuss academic integrity and plagiarism thoroughly this semester, especially when working with source documentation. However, at any point in the semester, ignorance is not an excuse! If you have ANY questions about how to cite a source, come to my office hours. I WILL fail any paper that I suspect has been plagiarized, and you will be in serious jeopardy of failing the course entirely.Special Circumstances: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.
Additional CSU Information
ADA Statement: Central State University is committed to including students with disabilities as full participants in its programs, services, and activities through compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. If you are a student with a documented disability please schedule to meet with each of your professors to discuss any course accommodations you may need.
The final exam for this course will be conducted during the final exam period (May 4-7 on Main Campus and May 2-5 on the Dayton Campus); therefore your presence on campus is expected at the time our final is scheduled.If you have any questions or concerns about a grade or an assignment, your instructor is your first and primary point of contact.“I” grades (Incomplete) are given at the Instructor’s discretion and only if you: (1) have a legitimate incident that prevents completion of course assignments, and (2) adhere to these procedures:-provide relevant documents-have a C average going into the final exam period-have attended at least 50% of class meetings-agree in writing to the instructor’s terms for completing the missed work.
At CSU, we want to help you succeed; therefore, the following resources (and more!) are available to you:-Tutorial Services (Ms. H. Scott), 937 376-6110-Honors Program (Dr. Shevin), 937 376-6032-Counseling Services 937 376-6171; 937 376-6479; 937 376-6494(Mr. Adegbola, X6171; Dr. Hadley, X6479; Mr. Porter, X6494)-Scholarship Information (CSU Foundation), 937 376-6278-Dean of Students (Mr. D. Peal) 937 376-6494- Police/Safety, 937 376-5111-Health Center, 937 376-6134-IT (Information Technology) Helpdesk, 937 376-7007-Student Government Association, 937 376-6104-Career Services, 937 376-6383-Alumni Relations, 937 376-6640/6641
Advising Week begins April 1: see your advisor, register early for Fall ’09 or Summer ’09 classes and stay on track toward graduation! Last day to drop a class with a W grade, is April 3.Knowledge, Skills, and Dispositions for English 1102Objective: At the completion of the course, the student will demonstrate knowledge, skills, and dispositions as follows:Knowledge (what you can explain and/or teach to others)Understand the various modes of writing (exposition, description, argumentation) used in research writing.Explain the relationship between the thesis and the rest of the paper.Describe the techniques of argumentation.Refute adversarial positions.Describe proper documentation as required by major area.Communicate awareness of issues.Skills (tasks you can perform)Read and think critically.Analyze argumentative issues.Relate information in essays to one’s own academic major or areas of interest.Apply the techniques of argumentation to research-based writing. Read and think critically.Use approved documentation forms in research-based writing.Use primary and secondary sources properly.Write unified and coherent analytical and persuasive essays.Choose and limit a research topic.Find information in the library and on the Internet.Formulate a thesis for the research paper.Use MLA or APA formatting and documentation conventions. Dispositions (attitudes and behavior)Value careful reading and effective written communication.Value critical awareness of differing arguments.Maintain interest in current topics.Confidence in discussing issues.Evaluate and organize ideas.Achieve proficiency in the tools of research.Recognize rhetorical modes used in research writing.
Grading Criteria for ENG1102
The A Paper
It not only fulfills the assignment but does so in a fresh and mature way. The paper accommodates itself well to the intended audience.The evidence is detailed and used persuasively; citations are used effectively where appropriate and are formatted correctly.The organization gives the reader a sense of the necessary flow of the argument or explanation. Paragraphs are fully developed and follow from what precedes them; the conclusion reinforces the reader’s confidence in the writer’s control of the argument. Transitions are used as appropriate.The prose is clear, apt, and occasionally memorable; the paper contains few, if any errors of grammar, mechanics, word choice or expression, none of which undermines the overall effectiveness of the paper.
The B Paper
The assignment has been followed and fulfilled at a better-than-average level. The paper appropriately addresses its intended audience.The evidence is detailed and persuasive. The paper may sometimes rely too heavily on the obvious, though the writer does not consistently settle for the obvious. The reasoning is better than adequate; it is thoughtful, with awareness of other points of view.The introduction and conclusion are clear, but perhaps not as forceful as they could be. Most paragraphs follow well and are appropriately divided, though one or two could be better placed and developed.The expression is more than competent. Not only is sentence structure correct, but subordination, emphasis, sentence length, and variety are used effectively. Some sentences could be improved, but it would be surprising to find serious errors, such as comma splices, fragments, or fused sentences in a B paper. Punctuation, grammar, and spelling reveal proficient use of the conventions of Standard American English.
The C Paper
The assignment has been followed at a satisfactory level. The paper presents an appropriate thesis. However, the thesis may be too broad or general, or its presentation may be problematic in some way – e.g., the intended audience may, for various reasons, have trouble immediately discerning the thesis.For the most part, the argument is supported with evidence. However, the evidence is likely to be obvious; the paper may even lack some pertinent information. The reasoning, while generally sound, is predictable; or the reasoning, while generally good, is occasionally flawed. There is some awareness of other points of view.There is an implicit sense of organization, but several paragraphs and/or sentences within paragraphs are misplaced to the extent that the organizational structure is recognizable but disjointed.Sentence structure is generally correct, although the writer may show limited competence with sentence effectiveness, failing to use such elements as subordination, sentence variety, and modifiers to achieve emphasis. Comma splices, unintentional fragments, and fused sentences – errors that betray an inadequate understanding of sentence structure – may occasionally crop up. The vocabulary is fairly limited. The paper may contain errors in spelling, mechanics, and grammar that reveal unfamiliarity with conventions of Standard American English.
The D Paper
There is a poor sense of audience and a limited sense of purpose. The purpose or thesis cannot be discerned without significant work on the part of the reader.Necessary evidence is out of order and/or missing; irrelevant evidence may instead be present. The reasoning will necessarily be flawed.The organization is difficult to discern. The introduction is unclear or nonexistent, paragraphs are not well-developed or arranged, and transitions are incorrect or missing.There are numerous errors in grammar, spelling, and punctuation. The diction and/or syntax may be so weak that sentences are sometimes incomprehensible for the intended audience, although experienced readers can make sense of what is written. Lack of proofreading may turn an otherwise adequate paper into a D paper.
The F Paper
It is off the assignment. The thesis is unclear; the paper moves confusedly in several directions. It may even fall seriously short of minimum length requirements.and/orThere is virtually no evidence, or the attribution of evidence is problematic or has been neglected.an/orThe organization seems to a significant degree haphazard or arbitrary.and/orNumerous and consistent error s of grammar, spelling, diction or syntax hinder clarity or even basic communication. Some sentences are incomprehensible.(The grading criteria are adapted from: Introduction to Academic Writing, 2003-2004. Freshmen Writing Program, Department of English, University of Maryland, College Park. Needham Heights, MA: Pearson Custom Publishing, 2003.)****************************************************************************************Contact Information for English 1102
Ms. Annette Lorenzo, MPAPhone: 937-776-6410
E-mail: csulorenzo@yahoo.com
CT:Blog: address provide during face to face meeting.
Contract for English 1102, ____________________________, certify that I have read and understand the policies and procedures for English 1102. I agree to abide by these policies and procedures. I agree it is my responsiblity to notify Ms. Annette Lorenzo, MPA, ASAP if I have questions or problems related to my success in this course.
_________________________________________________Signature
__________date
Note: Students 'signature' will be completed by posting directly to this discussion post. Signatures are due the second week of class (Tuesday).
Monday, January 12, 2009
Welcome - Spring 2010 English1102 Students
Day 1
01/11/10
Daily Agreements:
1. 5 minute rule - Lorenzo has the right not to invite you into the class when your arrival time is 5 minutes pass the hour.
You have the right to leave Lorenzo's classroom when she is fiften minutes late - as long as you are listed on a sign-in sheet identifying your attendance. The sign in sheet is left in Ms. Lorenzo's 337 Wesley office or will be placed in the her Humanities mail box, located on the second floor of Wesley Hall.
2. Supplies - Journal, text, dictionary and writing utensil are mandatory for each students daily and long term success in the classroom.
3. Blog - The 1102 Blog is KING of this course! This will be a paperless classroom. Students must read the blog daily. The blog will host the course syllabus, written assignment directives, out of class activities, snow days/delays, exams, course schedule, etc...etc...etc...
4. Sign In - Each student is responsible to sign in each and every day. Lorenzo will not administer the student's attendance record accuracy!
5. Electronic Equipment - Emails/Text messages/Personal online activity, Phone calls....you know what I'm saying - are prohibited in the classroom.
Professor's Contact Information:
Title: Ms. Lorenzo
Office: 337 Wesley Hall
Phone: Extension 6271
Cell: 937-776-6410 - text messaging
Email Address:
Alorenzo1@aol.comAlorenzo@centralstate.edu
Blog: Lorenzo1102-Section Number-Time of class
- Address to be announced
NOTE: A faculty facebook wall may be added to this course.
Ms. Annette Lorenzo
alorenzo1@aol.com
alorenzo@centralstate.edu
Cell - 937-776-6641
CSU Extension - 6271
Office -337 Wesley Hall
Office Hours: 10:00 - 12:00 - M/TH
4:00 - 5:00 - M/TH
01/11/10
Sign In: Last name first. Do you have texts -Journal - Pen - Computer? Who was your 1100 Professor?Book Store: Students released from class early to visit the bookstore and obtain text and or to secure that text is available.
Course Journal:
1. Daily copy everything that is on the Chalk Board. Various Levels: Housekeeping/Content = Lectures/Group Exercises/Assignment Directives/Handouts.
2. Weekly Text book entry: Assignments provided on Monday of each week. Student provides standard analytical/critical thinking content review of each article within chapters.
Course Syllabus: Posted on course blog. Each of Lorenz's English1102 courses will have its own blog address.
Course Blog: Students are responsible for daily review of blog content and flowing the written directives.
Week One Assignments:
1. Text - Chapters 1/2 - Homework (read for class discussion and provide review in journal)
2. Journal Essay #1 - 45 minute writing exercise - Lorenzo approves prior to student leaving class - no essay = student is marked absent for the day - In Class Individual Exercise
3. Text Chapter 1/2 - Outline - In class Group Exercise
Daily Agreements:
1. 5 minute rule - Lorenzo has the right not to invite you into the class when your arrival time is 5 minutes pass the hour.
You have the right to leave Lorenzo's classroom when she is fiften minutes late - as long as you are listed on a sign-in sheet identifying your attendance. The sign in sheet is left in Ms. Lorenzo's 337 Wesley office or will be placed in the her Humanities mail box, located on the second floor of Wesley Hall.
2. Supplies - Journal, text, dictionary and writing utensil are mandatory for each students daily and long term success in the classroom.
3. Blog - The 1102 Blog is KING of this course! This will be a paperless classroom. Students must read the blog daily. The blog will host the course syllabus, written assignment directives, out of class activities, snow days/delays, exams, course schedule, etc...etc...etc...
4. Sign In - Each student is responsible to sign in each and every day. Lorenzo will not administer the student's attendance record accuracy!
5. Electronic Equipment - Emails/Text messages/Personal online activity, Phone calls....you know what I'm saying - are prohibited in the classroom.
Professor's Contact Information:
Title: Ms. Lorenzo
Office: 337 Wesley Hall
Phone: Extension 6271
Cell: 937-776-6410 - text messaging
Email Address:
Alorenzo1@aol.comAlorenzo@centralstate.edu
Blog: Lorenzo1102-Section Number-Time of class
- Address to be announced
NOTE: A faculty facebook wall may be added to this course.
Ms. Annette Lorenzo
alorenzo1@aol.com
alorenzo@centralstate.edu
Cell - 937-776-6641
CSU Extension - 6271
Office -337 Wesley Hall
Office Hours: 10:00 - 12:00 - M/TH
4:00 - 5:00 - M/TH
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