ENG 100: Enhanced Composition I, Fall 2018
Section G3:  Monday 11:00 am–12:15 pm, S 101 and 12:15–1:20 pm, L 233-B (Lab);
                    Wednesday 11:00 am–12:15 pm, Y 04
CRN 17869
The Norton Field Guide to Writing, 4 ed.

Brian T. Murphy

Bradley Hall, Y-16
516-572-7718

e-mail: brian.murphy@ncc.edu

Schedule and Office Hours
 

Important Announcements and Updates

Monday, 12 November:
I have posted information about one more Extra Credit opportunity on the main page: Writing Center MLA Research and Documentation Workshops (1 point).

 

 

Sunday, 10 November
For Monday, complete the assigned reading:  “Finding and Evaluating Sources” (Bullock 445-472) and “Documentation” and “MLA Style” (Bullock 496-548); there will be a five-minute quiz to start the class before we review the material in class, and then an in-class assignment in the lab.

A few reminders about due dates:
The homework on logical fallacies was due on Monday November 5, and should have been handed in before you left the library.
The
in-class writing we were working on in the lab on Monday should have been completed at home and emailed to me (as an attachment) by last Wednesday
The
homework on diction (nursery rhyme assignment) is due in class on Monday, Nov. 12, as are Midterm Essay Revisions. Midterm Essay revisions must be at least three to four (3-4) pages (750 to 1000 words, minimum), typed (in 12-point Times New Roman), double-spaced, with one-inch margins and the proper heading, and stapled when submitted, just like all essays completed at home. You must also submit the original bluebook or typed essay and  the prewriting. Incomplete or late revision submissions will not be read, nor will the original grade received be changed.

Monday, 5 November:
Due to today’s unexpected closing of the library, we must change the assignments. The homework due today, on logical fallacies, should have been handed in before you left, along with optional revisions of Essay 2 (Process) returned last week. The homework I assigned in the classroom, on diction, is due in class on Monday, Nov. 12. The in-class writing we were working on in the lab should be completed at home and emailed to me (as an attachment), by Wednesday at the latest.

Remember that we will not meet in Bradley Hall on Wednesday. As announced and posted, on Wednesday, November 7, we will meet in CCB MPR to hear Imbolo Mbue, author of Behold the Dreamers. You must see me and sign in to be marked present and to get credit for the day.

Tuesday, 30 October:
As announced in class yesterday, I am revising the schedule (again); see below. For tomorrow, read what you should have read for Monday: “Arguing” (Bullock 355-375), “Arguing a Position” (Bullock 156-182), and “Adjectives and Adverbs” (Norton W-5). I will go over the logical fallacies assignment with you, and it will be due next Monday.

Also on Monday, I will return your Midterm Essays, and your revised Process essays (Essay 2) are due.

Revised schedule:

Wed. 31 Oct

 Persuasion/Argument Writing:
 “Arguing” (
Bullock 355-375), “Arguing a Position“ (Bullock 156-182)

 “Adjectives and Adverbs” (Norton W-5)

 Online Exercises:

Adjectives and Adverbs - 1, Adjectives and Adverbs - 2, Modifier Placement

Fri. 2 Nov

 Last day automatic W full semester classes

Mon. 5 Nov

  Essay 2 (Process) Final Revisions Due

 Using Words Effectively: “Audience,” “Genre” (Bullock 57-63);
 “Words” (
Norton W), especially “Appropriate Words” (W-1), “Precise Words” (W-2), and “Unnecessary Words” (W-4)

 Homework due: Logical fallacies

 In-class Writing (TBA)

 *See also,  Orwell,  “Politics and the English Language
                   Schuman, Rebecca. “
Cease Rogeting Proximately!Slate.com  14 Aug. 2014. Web.
                   Shea, Ammon. “
Vocabulary Size.” New York Times Magazine 14 March 2010: 14. New York Times. Web

Wed. 7 Nov

  Class will meet in CCB MPR to hear Imbolo Mbue, author of Behold the Dreamers.

Saturday, 27 October:
Last Monday, October 22, Essay 2 (Process) “Revisions” were due; as explained, this was not an optional assignment, but a required essay. Of the twenty students registered for the class, thirteen submitted the work. Wednesday, October 24, was the Midterm Essay. We will talk about both on Monday.

Also for Monday, be sure to read “Arguing” (Bullock 355-375) and “Arguing a Position” (Bullock 156-182), including Joanna MacKay’s, Nicholas Kristoff’s, and Andrew Leonard’s essays.  There will be a quiz.

Sunday, 21 October:
Remember that Essay 2 (Process) “Revisions” are due tomorrow; see below. In addition, I have changed the scheduled readings for tomorrow: you should read Neat People vs. Sloppy People” by Suzanne Britt (handout) and “Taking Essay Exams” (Bullock 428-432). There will likely be a quiz.

 Tuesday, 16 October:
As announced in class on Monday, Essay 2 (Process) “Revisions” are due Monday, October 22. To be clear, your assignment is to use either the prewriting completed in class on Wednesday, October 3 and Monday, October 8, or the in-class writing assignment from Wednesday, October 10. Your submission must be a finished, typed essay of at least three to four (3-4) pages (750 to 1000 words, minimum) with the original in-class work attached. Unlike other revisions, however, you do not have to include a one-page typed explanation of the changes you have made. You should of course work to improve content, organization, and diction, mechanics, and spelling.

Again, your essay is an expansion and revision of either one of these three topics:

1.)  How to become an A student, an athlete, or some other campus “type.”  Consider the various types or cliques with which you are familiar, determine what makes one group unique or special, and explain to your reader how to become a member of that group.

2.)  How to fit in in a particular context, such as going to film school, hanging out at a shopping mall, watching a football game, and so on. Explain the process to a newcomer who wishes to fit in as quickly as possible, and use examples to illustrate the steps in the process.

3.)  How to become an American. This should not be a literal explanation of the process of becoming a U.S. citizen; rather, it is an opportunity to explain how to adhere to specific cultural mores or stereotypes. This can be either flattering, emphasizing the positive qualities of being an American, or an ironic critique of some aspect(s) of American culture.

Or a directive essay, explaining how to master one specific important academic survival skill not mentioned by Brian O’Keeney in the handout, “How to Make It in College, Now that You’re Here: taking notes, finding materials in the college library, registering for classes, and so on.

For tomorrow, be sure to read (or preview)   “Documentation” and “MLA Style” (Bullock 496-548); we will discuss incorporating sources so that you may integrate at least one short quotation into your revised essay.

Finally, we will discuss prewriting for your midterm essay, which will be on Wednesday, October 24. If you are planning to request additional time or an alternate location, you should plan to do so tomorrow!

Sunday, 14 October:
For Monday, be sure to read “Comparing and Contrasting” (Bullock 380-387). You should also spend some time thinking about Batman and Superman.

Tuesday, 9 October:
On Wednesday, we will discuss the second handout distributed last week, Brian O’Keeney’sHow to Make It in College, Now that You’re Here.” There will be an in-class writing assignment. In addition, Essay 1 (Narrative/Descriptive) revisions are due. RFD/IOTS!

Friday, 5 October:
For Monday, be sure to read the handout distributed last week, Adam Goodheart’s “How to Mummify a Pharaoh.” There will be a quiz and/or in-class writing assignment.

Tuesday, 2 October:
As I said in class yesterday, you will be writing in class on Wednesday: you will be working on Essay 2 and/or revisions of Essay 1, which you will get back. For Essay 2, you must submit at the end of class one full page of prewriting (brainstorming, freewriting, outlining, mapping/clustering); this may be handwritten, legibly, or typed and printed. Along with this, you must submit a preliminary thesis and three to five (3-5) topic sentences on one of the assigned topics. (See handout.) Your submission must take the following form:

Thesis:  Your assertion concerning the process being explained, indicating the importance or benefit of the process, and the major steps necessary to complete the process.

  For example:  Although [process] may seem intimidating to the beginner, one can save time and money by [step 1], [step 2], and [step 3].

 

Topic sentence 1:  A sentence utilizing an appropriate chronological transition (time marker), indicating the first major step (your first major division), and emphasizing the main idea from your thesis (the process and its importance, ease, interest, or value).

For example:  The first step in [process] is to [name and define Step 1].

 

Topic sentence 2:  A sentence utilizing an appropriate chronological transition, indicating the next major step, and emphasizing the main idea from your thesis.

For example:  Next, to [process], be sure to [Step 2]

 

Topic sentence 3:  A sentence with an appropriate transition, indicating what the step is, et cetera.

For example:  After that, [Step 3].

 

Topic sentence 4 (if necessary): and so on. 

Note: Do not simply slavishly copy the example; write your own thesis and topic sentences!

In addition, if you have finished this prewriting “draft,” use the rest of the time to work on your revisions of Essay 1. Remember, All failing essays may be revised and resubmitted by the due dates announced when the graded essays are returned. For Essay 1, the due date is Wednesday, October 10. Essays receiving a passing grade may also be revised and resubmitted, but only after the student has met with the instructor during office hours (by appointment only) to discuss revisions. Revisions must be substantially revised, not merely “corrected” versions of the original essay (revisions should be based upon the Revising and Editing Checklist and relevant information from class and the textbooks), and must be submitted with the original graded essay and/or draft(s) attached as well as one full typed page detailing the changes made, in the following  pattern:

Evidence of substantial revision may result in a better grade for the assignment. If you did not submit a completed essay on time, or if you submit a plagiarized essay, you will receive a grade of zero and may not submit a “revision.”

Saturday, 29 September:
One more last-minute Extra Credit opportunity has been added to the main page:

Women and Gender Studies and the Philosophy Department present
Kate Manne, author of
Down Girl: The Logic of Misogyny
to speak about “Himpathy
(See “
Brett Kavanaugh and America’s ‘Himpathy’ Reckoning.” New York Times 26 Sep. 20018.)
Tuesday, October 2, at 1:00
CCB 252 

While not directly connected to our class readings and discussions, Ms. Manne’s presentation should be worth attending, so I will award extra credit to those attending.

Friday, 28 September:
I have posted information about two more Extra Credit opportunities on the main page: Academic Success Workshops and Learning Skills Workshops and Writing Center Grammar Review Workshops. Each individual workshop is worth one point, if you attend and provide evidence of attendance along with a typed one- to two-page personal response (review, analysis, reflection, critique, et cetera). While you may attend more than one workshop, you may not attend the same  workshop more than once for additional credit!

Tuesday, 25 September:
Your Introductions and Conclusions assignment was due in class Monday. As per my instructions after the evaluation, if you had not submitted it you had the rest of the day to email it. In addition, you should have finished the online exercises assigned last week; I have recorded scores for all exercises submitted before the end of the day on Monday.

We will also discuss Plato’s “Allegory of the Cave” and will likely again start with a quiz, so be sure to read it carefully. Result from the last simple quiz suggest that some students had not bothered to look at the handout. I am almost certain to ask you to explain who Glaucon is and to define “allegory”….

Finally, note that Essay 1 is due tomorrow at the start of class, not after class and certainly not emailed to me. Essays must be typed (in 12-point Times New Roman), double-spaced, with one-inch margins, and stapled when submitted. All essays must also include a proper heading (see Purdue Online Writing Lab’s Formatting and Style Guide), including Word Count; have an appropriate, original title; contain a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout. Finally, all work should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation.

Sunday, 23 September:
As announced last week, the Introductions and Conclusions assignment is due in class Monday. You also should finish the online exercises by Monday: Identifying Fragments was to be completed in class last week, and  Editing Fragments, Comma Splices and Fused Sentences, and Editing Comma Splices and Fused Sentences are also required; Sentence Elements, Clauses, and Phrases are Optional.

We will also discuss “Claiming an Education” by Adrienne Rich and will likely start class with a quiz, so be sure to read it carefully.

Tuesday, 18 September:
Please make note of the changes announced in class today:

Mon. 17 Sep

 Narrative/Descriptive Writing:
 “Narrating” (Bullock 419-427); “Describing” and “Writing a Literacy Narrative“ (Bullock 399-407, 73-93);

 Douglass, “Learning to Read and Write” (Handout)

 General lab introduction, Norton Online Handbook,  TurnItIn.com;
 In-class work: Introductions and Conclusions

*See also,  Parker-Pope, Tara. “Valuable Lessons in Learning.” New York Times 7 Oct. 2014: D4.  (published online as “Better Ways to Learn.”
                     Abraham Lincoln on the Internet

Tue. 18 Sep

 Day classes meet on a Monday schedule
 Evening classes do not meet (classes beginning AFTER 5:01 PM)

 “Reading in Academic Contexts” (Bullock 10-32), “Analyzing Texts“ (Bullock 94-128); “Beginning and Ending“ (Bullock 331-343)
 “Fragments” (Norton S-2), “Comma Splices and Fused Sentences” (Norton S-3);
 Rich, “Claiming an Education” (Handout)

 Online Exercises:

Required: Identifying Fragments (to be completed in class), Homework: Editing Fragments, Comma Splices and Fused Sentences, Editing Comma Splices and Fused Sentences

*Optional: Sentence Elements, Clauses, Phrases

 Note: Do not attempt online exercises or the in-class work until we have discussed both assignments in class.

Wed. 19 Sep

 Yom Kippur – classes do not meet; COLLEGE HOLIDAY – offices closed

Mon. 24 Sep

 Last day drop full semester classes without a W grade
 Rich, “Claiming an Education(Handout)
 Homework Due: Introductions and Conclusions

 Note: Scores from online exercises assigned as homework on Tuesday, 18 September must be received before today’s class.

The main page and syllabus have been updated to reflect these changes.

There will likely be a short quiz to begin the class, based on the readings.

 

Friday, 14 September:
I have posted information about an Extra Credit opportunity on the main page, at The Morgan Library and Museum:


College Night 2018–Monster Masquerade

The Morgan Library and Museum

Thursday, October 18, 2018, 6–8 pm
Free for students with valid ID.
Online reservation required: RSVP

If students attend one or more Extra Credit events, and provide evidence of attendance (ticket stub, program, unretouched digital image, et cetera) along with a typed one- to two-page personal response (review, analysis, reflection, critique, et cetera), they can receive additional points: a single event and written response is worth 2 points extra credit unless otherwise noted.

Friday, September 7:
I have posted a revised and corrected
syllabus; please read the following before next Wednesday:

“Writing in Academic Contexts,”  “Rhetorical Situations“ (Bullock 1-9, 55-70); “Generating Ideas and Text,” “Drafting“ (Bullock 289-300), and

“Reading in Academic Contexts” (Bullock 10-32), “Analyzing Texts“ (Bullock 94-128); “Beginning and Ending“ (Bullock 331-343)

If you are unable to obtain a copy of the book in time, you will not be penalized, as there will not be a quiz. (There will be an in-class writing assignment or tow, however.) Bbe sure to read the assigned material as soon as you able.

If you were not in class on Wednesday, download and print out a copy of the syllabus. Once you have read and familiarized yourself with it, detach and complete the last page to be submitted in class next week.

Finally, I am looking for a volunteer who is willing to share his or her class notes. This is an unpaid, voluntary position; I cannot offer official extra credit, but your contribution will be looked on favorably. Please email me if you are interested.

Tuesday, September 6:
The main page and syllabus have been updated for the start of the Fall 2018 semester.

Classes begin on Tuesday, September 4; our first meeting is on Wednesday, September 5.
Class will start promptly at 11:00 in Y 04 (Bradley Hall, first floor)

The class page for Fall 2017, the last time I taught this class, is located here.
If you are looking for class announcements from Fall 2017, they are here.

 

 

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