Comp 1: Developmental
Dr. Les WRIGHT Spring 2010 Tel: 925 685 1230 x1685
Diablo Valley College Email: lwright@dvc.edu Office: FO-139
ENGL 118 (section 3970)
College Writing Development
“There is a principle which is a bar against all information, which is proof against all arguments and which cannot fail to keep a man in everlasting ignorance – that principle is contempt prior to investigation.”
– Herbert Spencer
Course Description
This course helps students to improve their expression of ideas in college-level expository essays. Through continual writing practice, students will improve their skills in observation, fluency, organization, and revision, as well as other parts of the writing process. Students will learn to analyze a variety of texts with an emphasis on fiction.
54 hours lecture per term
Recommended: successful completion of ENGL 098 or equivalent recommendation from the reading/writing assessment process
Note: students may apply either ENGL 116 or 118 to the associate degree, but not both courses
Required Texts
Patterns for College Writing: A Rhetorical Reader and Guide (11th ed.), Kirszner and Mandell
A Writer’s Reference (6th ed.), Hacker
Frankenstein, Mary Shelley
American Heritage Dictionary or any college-level dictionary
Bilingual (dual-language) dictionary (English/student’s native tongue)
Teaching Procedures
Class discussions and handbook exercises will complement paper-writing assignments. Readings will serve to broaden the student’s general knowledge, develop the student’s active and passive vocabulary, spelling, and analytical skills, and provide her or him with a sharpened sense of effective English-language writing style through immersion in the target language. One writing assignment will include a film to be screened in class.
Instructional Objectives
To improve your ability to effectively express and generate ideas for college-level writing assignments; write paragraphs with unity, substance, and clarity; develop a polished thesis statement clearly postulating the central idea of an essay; develop an essay with paragraphs in logical sequence culminating in a logical conclusion; develop paragraphs and essays with sufficient detail; understand and participate in the writing process; use effective and correctly structured sentences and varied patterns; identify and correct common grammatical errors; implement and identify common rhetorical modes; and develop critical thinking skills.
Student Learning Outcomes
The student who successfully completes this course will be able to: structure a paper; develop paragraphs; write clear sentences; use subordination; avoid fragments and run-ons; identify basic spelling patterns; build vocabulary; use a dictionary effectively; paraphrase; compare and contrast; write fluently; write persuasively; write critically; read fluently; read analytically; and edit and proof read. Students are expected to come prepared to engage in the humanistic (liberal arts) spirit and tradition of free inquiry, open discussion, respect for reasoned opinion, and welcoming of the diversity inherent in a democratic and pluralistic society.
Grading, Attendance, and Academic Conduct
Student grades will be based on the following: in-class reading and writing exercises; and 5 letter-graded paper assignments submitted typed or word-processed, in rough and final drafts; active participation in class and regular attendance. Late papers are not acceptable.
Three formal essays 45%
One research / critical paper 15%
Participation & Attendance
(including in-class writing) 40%
A maximum of 1 classes (3 contact hours) missed is permitted. Tardiness disrupts the class, and will have an adverse effect on your grade. Two “tardies” equal one absence. Four or more absences (i.e., 12 contact hours) WILL result in an F for the course, regardless of your academic performance.
Students are expected to conduct themselves as dedicated adult-learners: Lateness is unacceptable. Talking out of turn, using cell phones, or web surfing during class is unacceptable. Turn off or silence your cell phone. Come prepared, be on time, and bring paper, pens, texts, and completed assignments that are due. Academic dishonesty (i.e., cheating and plagiarism) is not permitted, and is grounds for immediate suspension, and possible dismissal from the course with a grade of F.
This syllabus is provisional, and subject to modification by the instructor at any time. Any update supercedes previous versions.
Dr. Les WRIGHT FALL 2008 Tel: 925 685 1230 x1685
Diablo Valley College Email: lwright@dvc.edu Office: FO-139
ENGL 118 (section 8745)
College Writing Development
course schedule
| Week 1 | Introduction to course; expository and critical writing; “Girls in Front of 9/11 Mural (Photo)” (160); in-class diagnostic writingHWK: Ch 1; Ch 6: George Orwell, ”Shooting an Elephant” (125-133) (narration) |
| Week 2 | Warm-Up WritingCh 2; Ch 6: Sandra Cisneros, “Only Daughter” (96-100)
In-class: rough draft Paper 1 HWK: Ch 2; Ch 7: Momaday, “The Way to Rainy Mountain” (180-185); Prepare final draft of Paper 1 |
| Week 3 | Paper 1 due (narration)Warm-Up Writing
In-class reading & writing from Ch 7 (description) HWK: Ch 3; Ch 7: Chopin, “The Storm” (194-199) |
| Week 4 | Warm-Up WritingIn-class reading & writing from Ch 7 (description)
HWK: Ch 4; Ch 8: Patton, “Innovation” (231-239) |
| Week 5 | Warm-Up WritingIn-class: Ch 8: visual texts (218-219); rough draft Paper 2
HWK: Ch 5; Ch 8: Paley, “Samuel” (262-264) |
| Week 6 | Paper 2 due (description, exemplification)Warm-Up Writing
In-class: reading & writing from Ch 8 (exemplification) HWK: Ch 9: Jackson, “The Lottery” 317-324) |
| Week 7 | Warm-Up WritingIn-class reading & writing from Ch 9 (process)
HWK: Piven, et al., “How to Escape form a Bad Date” (297-304) |
| Week 8 | Warm-Up WritingIn-class: rough draft Paper 3; Ch 9: visual text (283-284)
HWK: Ch 10: Lakoff, “The Power of Words in Wartime” (377-381) |
| Week 9 | Paper 3 due (exemplification, process)Warm-Up Writing
In-class reading & writing from Ch 10: Winn, “Television: The Plug-In Drug” (351-60) HWK: read : Frankenstein; |
| Week 10 | Frankenstein |
| Week 11Oct 30 | SPRING RECESS No class |
| Week 12 | The Mystery of Kaspar Hauser screening |
| Week 13 | Warm-Up WritingDiscuss: Kaspar Hauser; researching and writing about literature
In-class: brainstorm Research Paper HWK: Rough Draft of Research Paper ; Ch 11: Mukherjee, “Two Ways to Belong in America” (415-420) |
| Week 14 | Warm-Up WritingRough Draft of Research Paper due
In-class reading & writing from Ch 11 (comparison and contrast) HWK: Ch 12: Tan, “Mother Tongue” (487-494) |
| Week15 | Warm-Up WritingIn-class reading & writing from Ch 12 (classification and division)
HWK: Ch 13: Blood, “What Is a Weblog?” (536-543) |
| Week 16 | REVIEW |
| Week 17 | Research Paper due |
ENGLISH TUTORING LAB
LC-202
