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CC110 M/W 2:00 - 3:40 3/31/15

CC110 LEC03: A Topic Based Writing Course


Spring 2015
Pine Manor College

Instructor: Shelley Scaletta Location: STC 102


sscaletta@pmc.edu Time: M/W 2:00 - 3:40

Office Hours: Haldan Hall 120


M/W: 11:00-12:00

Required Texts and Materials:

Faigley, Lester.
The Little Penguin Handbook.
3rd ed. New York: Pearson Education,
2011.
Kirszner, Laurie G, Stephen R. Mandell.
The Blair Reader.
8th ed. Boston: Pearson
Education, 2014. Print.
3 ring 1/2 binder

Student Portal Access:


http://portal.pmc.edu/estudent(midterm & final grades)
Moodleroom Access: http://online.pmc.edu (course page and documents)
Grammarly:
www.grammarly.com/edu/studentsPassword: dprPGGuMAsw5RK2g
(grammar and plagiarism checker)
Englishpage.com: www.englishpage.com (grammar reference)

Course Description
While developing your skills as a critical reader and effective writer, this course will also
encourage you to reflect on your own personal identity. The expected outcomes are to
expand your frame of reference, develop critical thinking skills, and demonstrate the ability to
effectively communicate your ideas/perceptions in written compositions. You will also be
expected to participate in class discussion and demonstrate personal responsibility for your
work. Over the course of the semester we will examine a variety of written texts and
challenge the way that we think about a number of contemporary issues and ideas. These
texts will be the focus of class discussion and essay topics. You will be assigned three
essays plus revisions over the course of the semester. You will move from writing on a
single text, to making connections between texts and personal experience, to exploring
connections between two or more texts. In doing this you will explore the following
questions:

What does the author want you to understand?


What is the authors attitude toward the subject and audience?
How has the author constructed this text?
How do you respond to the text?
What is the relationship among texts?

In order to answer these questions you will be expected to read a text more than once.
Texts are chosen to provide models for writing techniques and stimulating subject matter for
essay topics and class discussion. All students are introduced to a common core of reading
and writing skills.
By the end of this course you should be able to write an essay that
earns a grade of C or better according to the Criteria for Grading.

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Course Goals:
To create a community of writers, readers, and listeners
To develop your understanding of writing as a process
To develop and apply your knowledge of tone, audience, and purpose in your essays
To enable you to use parenthetical citations and create a Works Cited list
To enable you to write effective and logically organized essays that are grammatically
and mechanically correct
To develop your own voice, style, and sense of audience
To enable you to effectively use narrative, descriptive, analytical, and persuasive
techniques as appropriate within your essay
To help you identify and paraphrase main points and to abstract ideas from reading
To read texts closely for analysis and to explore your own ideas about a topic
To write both analytical and exploratory essays
To develop critical thinking skills that can be applied to your writing

All sections of College Composition work toward the following:


Students will share in a community of writers, readers, and listeners
Students will effectively use narrative, descriptive, analytical, and persuasive
techniques as appropriate within essays
Students will demonstrate an understanding of tone, purpose, and audience
Students will think critically about contemporary, classical, and controversial issues
Students will be able to identify a writers underlying concepts and assumptions
Students will identify and paraphrase main points and abstract ideas from reading
Students will read texts closely for analysis as well as to explore their own ideas
about a topic
Students will develop an understanding of writing as a process that involves
brainstorming, free writing, planning, drafting, revision, and editing
Students will be able to evaluate the strengths and weaknesses of their own writing
Students will be able to use parenthetical citations and create a Works Cited list
according to the conventions of MLA style
Students will write clear sentences, using correct grammar and mechanics, and
language that is appropriate for the audience and occasion
Students will be able to write effective essays as measured by the Standards for
Grading

GRADING
Success in this course depends on the effort you are willing to put into your studies. For
each hour of class time, approximately two hours of outside work are assigned. These
assignments cover the reading and writing components of the class. It is expected that you
come to class prepared for discussions and in-class assignments.

PLEASE NOTE: A student must earn a grade of C or better to move through the CC
sequence. A student earning a grade of C- or lower will receive NC and must retake the
course.

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ESSAY FORMAT
All essays, including drafts, must be neatly typed using no greater than twelve-point font.
Papers must be double spaced, stapled, and your name included on each page according to
the MLA format. A fundamental aspect of this course is the development of your writing
through each of the five stages of the writing process.
You must hand in all drafts with
each essay. I will not accept essays without prior drafts.

LATE PAPERS
This class is based on students applying accrued information. Assignments and
essays are relevant to class material at the time they are assigned. Because of this
late papers will be penalized:
5 points following week
10 points two weeks late
NO LATE WORK IS ACCEPTED OVER TWO WEEKS FROM THE DATE PUBLISHED IN
THE SYLLABUS OR DISCUSSED IN CLASS.

ATTENDANCE POLICY
No more than four absences are allowed. Students with five absences from class and/or
conferences will be asked to withdraw from the class. Three absences will result in a written
warning. If you are unable to attend a class it is your responsibility to keep up with the
material. In-class quizzes and some in-class writing assignments cannot be made up
without prior approval from the instructor.

LATE POLICY
Lateness is disruptive to the class and every effort should be made to get to class on
time. On time means in your seat at the posted start time of the class.

Attendance and tardiness are considered when determining your Attendance &
Participation score.

GRADE BREAKDOWN
Attendance & Participation 10%
Homework (including quizzes) 20%
Rough drafts 25%
Final drafts 30%
Presentation 10%
Final Portfolio 5%

Total: 100%

Academic Dishonesty and Plagiarism


It is assumed that all written work turned in for this class is your own. Although you may
work in conference with an LRC writing tutor and your instructor, it is important that the
language ideas in your essays are your own. Collaboratively written essays are not
appropriate in college composition. You are responsible for understanding and following the
Academic Ethics Code as described in the Student Handbook.

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Conferences
Conferences are required and may replace class time. If you need to re-schedule a
conference please call or email me ahead of time. Absence from a conference is equivalent
to an absence from class. It is expected that you come to your conference prepared with
questions and ideas about your essay and about class/writing in general.

Accommodations
Papers must meet minimum college writing standards to be accepted in this course.
Students with disabilities and/or special needs are encouraged to speak to their instructors
as soon as possible about their needs for accommodation. They should also speak with the
Director of the Learning Resource Center, if they have not already done so.

Expectations
Like all courses, in this class students and faculty are expected to maintain a cooperative
and respectful attitude towards each other. We will share a respect for the opinions of
others, even when those opinions may differ or conflict with our own values. We are here to
learn from one another. Behavior that interferes with any students learning cannot, and will
not, be tolerated.

ADDITIONAL CLASS POLICIES


Do not use your cell phone in class. If you have a question about subject matter or
definitions, ask now or look up later.
Students must have their textbooks and/or printed materials with them EVERY
class period.

Please remember that in addition to your grades, your behavior in class and your attention to
assignments reflects who you are as a person. Your college experience is a tremendous
opportunity. It is a chance to better yourself and prepare for a rewarding future. I am here to
guide you in your education, but ultimately it is your responsibility.

Class Schedule & Assignments


Please note: This is intended as a point of reference as assignments and topics we will be
discussing may change.

WEEK 1

Monday 1/19 MLK Day - No classes

HOMEWORK:

Wednesday 1/21 Class Introductions


Syllabus Review
Quiz - Not Graded
Free Write

HOMEWORK: NONE

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WEEK 2

Monday 1/26 How to annotate, pgs 4-7 TBR


Introduction to Topic, Purpose, Thesis, Method (TPTM) & Logic, Examples,
Quotes, Details (LEQD)
In class reading:
ForbesSpecial Report: The American Dream (p 340 TBR)
Discuss TPTM and LEQD

HOMEWORK: Read and annotate: A Bridge Between Two Cultures

Wednesday 1/28 SNOW DAY

HOMEWORK: NONE

LAST DAY TO DROP/ADD: FRIDAY, JANUARY 30th

WEEK 3

Monday 2/2 SNOW DAY

HOMEWORK:

Wednesday 2/4 Collect free-write


Review TPTM
Identity: Discuss Bridge Btwn Two Cultures
Race
Discuss essay/paragraph structure
Introduce personal narrative
Introduce Essay 1: Personal Narrative
OutliningBeginbrainstorming/outliningEssay1

HOMEWORK: WRITE: Brainstorm and outline for Essay 1: Personal Narrative


READ: Just Walk On By, Brent Staples, think about pg 15 questions, especially
methods

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WEEK 4

Monday 2/9 SNOW DAY

HOMEWORK: Rough draft: Essay 1: Personal Reflection, including brainstorm & outline

Wednesday DUE: Essay 1: Personal Reflection, including brainstorm & outline


2/11
Discuss: Just Walk on By, Brent Staples

Introduction to Summary, Paraphrase, & Quotation :


-Summary, Paraphrase, & Quotation Handout (Reader)
-Is it Summary, Paraphrase, or Quotation? (Worksheet/Reader)
-Focus on Paraphrase:
http://www.wisc-online.com/Objects/ViewObject.aspx?ID=WCN4802

HOMEWORK: NONE -
If you are behind on work, now would be a good time to catch up.

WEEK 5

Monday 2/16 PRESIDENTS DAY - NO CLASSES

Wednesday 2/18 Continue discussion of Summary, Paraphrase, & Quotation


-Review
-Paraphrase worksheet (Reader)
-Summary PowerPoint
-Summary explanation (Reader)

As a class read the first half of What It Means to Be Latino


(p 304 TBR)

Paraphrase and summarize


H
omework Read and summarize the second half What It Means to Be Latino, the
section On Terminology: Hispanic or Latino? p 306 TBR)

Friday 2/20 HW: Collected and discussed.


Essay 1: Returned
Feedback on essays
Grammarly

HOMEWORK: Final Draft: Essay 1: Personal Reflection - REMEMBER TO INCLUDE


ROUGH DRAFT, OUTLINE, & BRAINSTORMING

Read: Professional Athletes: Cultural Icons or Social Anomalies? Gary


Sailes (Reader)

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WEEK 6

Monday 2/23 Final Draft: Essay 1: Personal Reflection - REMEMBER TO INCLUDE


ROUGH DRAFT, OUTLINE, & BRAINSTORMING

Class discussion: disgraced athletes

Michael Vick
https://www.youtube.com/watch?v=5JDM4aTdPiY

Ray Rice
https://www.youtube.com/watch?v=pScLLPsgwrg

Adrian Peterson
https://www.youtube.com/watch?v=wL7qShELFR4

HOMEWORK: Read: Jackie Joyner Kersee and Charles Barkley articles


Write: Answer questions

Wednesday 2/25 Due: Joyner Kersee and Barkley questions

Charles Barkley advertisement:


https://www.youtube.com/watch?v=nMzdAZ3TjCA

Discuss hw:
- do athletes have an obligation to be role models? why or why not?
- is media villain or hero?
- how does money figure into the discussion?
(Substantiating a claim)

Introduction to Essay 2: Athletes as Role Models


Read: Developing a thesis (Reader)
Read: Commentaries (Reader)
In class: free write and brainstorm

HOMEWORK: Essay 2: Complete free write, brainstorm, research and outline


Read: Developing Paragraphs & Sections (Reader)
Read: Framing Quotations (Reader)

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WEEK 7

Monday 3/2 Due: Essay 2: free write, brainstorm, research and outline
(I will take a look in class)

Developing Paragraphs and Sections, WT Chap 20 (Reader)


Parallelism
Framing quotations (Reader)

HOMEWORK: Essay 2: Rough Draft - REMEMBER TO INCLUDE ALL SUPPORTING


MATERIALS INCLUDING FREE WRITE, BRAINSTORM, RESEARCH, &
OUTLINE

Wednesday 3/4 Due: Essay 2: Rough Draft - REMEMBER TO INCLUDE ALL SUPPORTING
MATERIALS INCLUDING FREE WRITE, BRAINSTORM, RESEARCH, &
OUTLINE

Mid Term Review

HOMEWORK: NONE

WEEK 8

Monday 3/9 CONFERENCES

HOMEWORK:

Wednesday 3/11 CONFERENCES

HOMEWORK:

WEEK 9 SPRING RECESS

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WEEK 10

Monday 3/23 DUE: Essay 2: 2nd Draft - REMEMBER TO INCLUDE ALL SUPPORTING
MATERIALS

A closer look at structure


In class reading: In NFL, Violence Sells, But At What Cost? (Reader)
-Consider structure (outline)
-Consider paragraph cohesion
-Consider paragraph transitions
-Consider in-text citation, or quotes
In class reading (if time): Where is the Budo in Mixed Martial Arts? (Reader)

HOMEWORK: Read: Boys to Men: Sports Media - Messages About Masculinity

Wednesday 3/25 Discuss HW: Boys to Men


Discuss Boys to Men

1st half: Any Given Sunday

HOMEWORK: None

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WEEK 11

Monday 3/30 Essay 2: Returned

2nd half: Any Given Sunday

HOMEWORK:
Read: What is the Triple Bind (TBR p 274) and answer questions

Wednesday 4/1 Discuss: Begin discussion of women in sport and media

Discuss the triple bind and homework.


Analysis of text

In class reading: Who You Callina Lady? (p 258 TBR)



Watch: Meanest Soccer Player Elizabeth Lambert attacks

Introduce: Essay 3: Gender and The Media


In small groups review the essays we have read and make a list of gender
stereotypes.

HOMEWORK: Determine media you will write about


Create outline

WEEK 12

Monday 4/6 In class - partner review of media, stereotypes, and outline

HOMEWORK: Essay 3: Gender and the Media - Outline & Rough Draft

Wednesday 4/8 DUE: Essay 3: Gender and the Media - Outline & Rough Draft

Introduce Self-Reflection Essay


Class time for planning

HOMEWORK: Self-Reflection Essay - Rough Draft

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WEEK 13

Monday 4/13 Essay 3: Rough Draft - Returned


DUE: Self Reflection Essay: Rough Draft

Class time to discuss feedback and work on revisions

HOMEWORK: Essay 3: Final Draft

Wednesday 4/15 DUE: Essay 3: Final Draft


Self-Reflection Essay Returned

Presentations introduced
Class time to begin presentations

HOMEWORK: Self Reflection Essay: Final Draft


Begin working on final presentation

WEEK 14

Monday 4/20 PATRIOTS DAY - NO CLASS

HOMEWORK: PLEASE NOTE - ALL LATE WORK DUE BY WEDNESDAY

Wednesday 4/22 Essay 3: Final Draft - Returned


Due: Self-Reflection Essay - Final Draft

Semester Review
Class evaluations
ALL LATE WORK DUE TODAY

HOMEWORK: Final Portfolio


Final Presentations

WEEK 15

Monday 4/27 PRESENTATIONS

HOMEWORK:

Wednesday 4/29 PRESENTATIONS

HOMEWORK:

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