Composition 1 ENGL 1410
Spring 2020 (Course ID: 000543; section 40)
Mr. Paulson
Contact Info
Address: Pierz Healy High School, Kamnic Street, Pierz, MN, United States, Room 230
In partnership with CIS at Central Lakes College, 501 West College Drive, Brainerd, MN, United States
Prep Hours: Periods 1 and 7
Email: dpaulson@pierz.k12.mn.us
Website: derrickpaulson.weebly.com
Phone: 320-468-6458
Term:
Days: M-T-W-TH-F
Time: 9:03 - 9:50 (2nd period)
Credits: 4
Course Description
Materials needed:
- Chromebook (make sure it's charged)
- headphones or earbuds
- Lined notebook or loose-leaf paper
- Folder to store handouts and exercises
- Pencil or pen (black or blue ink)
- highlighters of various colors
Web Resources:
- CLC and other colleges frequently use a course delivery software called Desire 2 Learn (D2L) which is much like Schoology and Google Classroom. The instructor may use this resource to host quizzes on occasion to get students familiar with this platform, and also may host some discussions there, but will use Google Classroom for most other information vital to the course.
- While many citation services exist for MLA and other essay formatting styles (APA, Chicago) such as KnightCite and EasyBib, students in this course are expected to use primarily those resources found at the Owl Purdue Online Writing Lab, which is the premiere authority on such stylistic writing used by colleges worldwide.
Internet
Expectations
1. Be on time and be prepared with your materials.
2. Complete assignments to the best of your ability.
3. Show respect to everyone and to their property.
Attendance Policy
At Pierz Healy High School regular attendance is considered one of our highest priorities. Students are highly unlikely to succeed in their academic pursuits in school without regular school attendance. Vast research has proven regular school attendance is a necessary component and a strong indicator of success in future work endeavors.
College Lounge Policy
Juniors and seniors who have 3 or more college courses will be allowed to use the College Lounge during their study hall or during their PSEO Online class periods only. Students may not utilize the lounge during class.
Academic Standards
This course is part of the College in the Schools program through CLC. If you are taking this course for college credit you are required to meet CLC’s academic standards. This means that you must maintain a 2.0 GPA and complete 67% of the college courses that you enroll in or you will be placed on academic probation. Students who do not maintain both of these cumulative averages are placed on Academic Warning status after one semester and Suspension status the next semester if they are not able to meet Central Lakes College’s cumulative standards.
Participation
Participation involves being on time. Tardies are tracked by the office and may result in detention. Inappropriate behavior/lack of participation will be referred to the office. Participation also requires focus, especially where technology is concerned. Using technology for non-school related activities without express permission while in class may result in the device being put away/taken for the remainder of the period and any unfinished classwork becoming homework instead. Repeated device misuse will result in further actions taken at the discretion of the instructor and in accordance with school policy.
Assignment Formatting in MLA (Modern Language Association)
Unless previously formatted, all written and typed assignments will include the student's first and last name, the instructor's title and last name, the course, and the date the assignment is due. This information must be placed in the upper left-hand corner of the first page and must also be double-spaced in 12-point, Times New Roman or Arial font like the rest of the essay. Dates written in MLA style are done so in this order: day, month, then year. Here is an Example:
Jane Doe
Mr. Paulson
Composition 1
21 January 2019
Bell Ringers
On Mondays, students will regularly engage in small group discussions with peers in which they will discuss topics of interest from various sources. these discussions will have added rules as the semester progresses ranging from quick impromptu discussions to more focused forms such as "save the last word." This is practice toward the graded Socratic seminar that will accompany the literature component for the course. Students are expected to be focused, prepared, and respectful during these activities so that all members of the discussions can develop and enhance their skills of debate and reasoning.
In-class Writing
Though many of these will require adherence to a prompt, some will be free writing exercises. Entries will be accumulated by each student on Google Docs pages or on paper as assigned. Participation in writing activities is required for completion of this course.
Course Purpose
MN Transfer Curriculum (General Education) Courses - This course fulfills the following goal area(s) of the MN Transfer Curriculum: Goal 1 – Written and Oral Communication
Learning Outcomes
1. College-Wide Outcomes
College-Wide Outcomes/Competencies Students will be able to:
- Demonstrate written communication skills.
- Construct coherent, unified essays using Standard Edited English.
- Demonstrate interpersonal communication skills.
- Exercise appropriate classroom protocol based upon respect for one's peers while articulating well informed opinions and ideas within small groups or broader classroom discussions (in-class and/or D2L discussion board).
- Apply abstract ideas to concrete situations Identify and demonstrate comprehension of abstract concepts in written and oral formats, including essays, and discussions such as Socratic seminars, etc.
2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of the course:
- Demonstrate and understand the writing and speaking processes through invention and drafting. MnTC Goal 1
- Organize ideas logically and appropriately to support a thesis statement. MnTC Goal 1
- Demonstrate an understanding of the relationships among writer, audience, and purpose. MnTC Goal 1
- Employ syntax and usage appropriate to academic disciplines and the professional world. MnTC Goal 1
- Demonstrate and understand the writing and speaking processes through organization and revision. MnTC Goal 1
- Demonstrate and understand the writing and speaking processes through editing and presentation. MnTC Goal 1
- Formulate clear thesis statements. MnTC Goal 1
- Express several points-of-view in both the written and spoken word. MnTC Goal 1
- Employ individual voice and style in both the written and spoken word. MnTC Goal 1
- Locate, evaluate, and synthesize in a responsible manner material from diverse sources. MnTC Goal 1
- Make effective contributions to group activities. MnTC Goal 1
- Listen effectively, and respond critically within the context of group activities. MnTC Goal 1
Topical Outline
Listed below are major areas of content typically covered in this course.
1. Lecture Sessions
The fundamental process of composing: thesis, brainstorming, outlining, drafting, revising (tone, audience, unity, coherence, emphasis, grammar review, avoiding errors)
- Introduction to e-learning
- Selecting the Right Opportunities for Success Online
- Creating a Plan for Online Success
- Technology Tips for Online Students
- Time Management Strategies
- Writing in a digital age
- Description
- Selecting detail and Dominant Impression
- Denotation and connotation
- Figures of speech
- Narration
- Suspense and climax
- Time--compression, expansion, and non-chronologic
- Character and Dialogue
- Setting and detail
- Exemplification
- Anecdote
- Description
- Process analysis
- How to do it or how it's done
- Dividing process by steps
- Giving reasons and defining terms
- Comparison and contrast
- Purpose: which is better or which is which
- Don't compare apples to oranges
- Opposing pattern or alternating pattern
- Classification
- Purpose: to make distinctions
- The group into three or more subgroups
- A single principle of classification
- Avoiding overlap
- Definition
- Definition: Term, class, characteristics
- Literature component – assigned readings with discussion, weekly/daily at professor’s discretion, over genre specific concepts
Compositions
Over the course of the semester, the students will write the four essays listed below in this order:
Personal Narrative essay -- 1000 words (Due Friday, February 21st)
Persuasive/Argumentative essay -- 1000 words (Friday, March 20th)
Exemplification essay -- 1000 words (Due Friday, April 24th)
Cause and Effect essay -- 1000 words (Due Friday, May 22nd (Seniors only)/May 29th)
DATES ARE SUBJECT TO CHANGE
The above list was created from among the following essay types often used in Composition 1:
Composition option #1: The student will write a Personal Narrative essay that illustrates through a single story a strong emotion and a realization (observation/lesson) the author discovered during the experience or after the fact when examining it (character growth); the story should also be one in which the student had to make an important decision. The story must be true and involve the student either directly or indirectly. To maintain interest, the composition will employ the classic story arc of exposition (setting/details), rising action (suspense), climax, falling action and resolution. The use of dialogue is encouraged and detailed, sensory imagery will be required. RUBRIC
Composition option #2: The student will write a Persuasive/Argumentative essay addressing an issue for which differing opinions occur. the purpose of this paper is to use researched evidence to establish a stance and prove that position using primary and secondary sources. Direct quotation is utilized in the essay and sources must be cited in MLA with a works cited page following. RUBRIC
Composition option #3: In this Exemplification essay, the student will define an emotion or quality (imaginative, loyal, proud, hateful, etc.) or a personality profile (defender, entertainer, dreamer, etc.) of a character from the novel, The Kite Runner through the use of specific details. This assignment will require the student to use the novel as a primary source but to also utilize at least one scholarly, secondary source for further support. In-text citations will be in the forms of summary or paraphrasing as directed further in the RUBRIC. Sources must be cited in MLA with a works cited page following.
Composition option #4: The student will write an analytical essay that illustrates Cause and Effect reasoning. The student will incorporate both direct-quotation as well as summary and paraphrasing of both primary and secondary scholarly source material for support as needed (see RUBRIC). The writer will examine an event, object, person, etc. from the Roaring Twenties to ascertain what caused it to come about or to better understand how it influenced later change(s).
Composition option #5: The student will write an essay utilizing Comparison and Contrast analysis. This essay will analyze the use of tone, accessible style, and persuasive strategies in writing. The student will incorporate a minimum of two short quotes and one long "block" quotation using proper MLA citation. RUBRIC
Composition option #6: The student will write a Literary Analysis essay citing and explaining how relevant examples from a novel can be used to illustrate significant trends, relationships, or the effectiveness of various literary elements. Textual evidence will be utilized throughout to support claims. RUBRIC
Composition option #7: The student will write a Process essay in which the steps to complete a given task are relayed concisely to the reader through the elimination of wordiness (deadwood). Transitions are paramount. RUBRIC
Composition option #8: The student will write a Descriptive essay describing a person, possession, or place that is significant to him or her in some way. The essay will use sensory details in such a way that readers can picture exactly what is presented. The student will be required to use imagery and a minimum three examples of figurative language. RUBRIC
Required Texts
- Langan, John. College Writing Skills with Readings. 7th ed. New York: McGraw Hill, 2008.
- Hosseini, Khaled. The Kite Runner. Toronto: Anchor Canada, 2004.
- Fitzgerald, F. Scott. The Great Gatsby. New York: Charles Scribner's Sons, 1925.
Grading Policies
Late Work: Any graded work showing revisions in the history past the due date by any length of time or for any reason without the student having received prior approval for the tardiness of the work and a new due date will automatically receive a 10% reduction in the final grade. For example, if the work was of "B" quality and would receive 85% (85/100) it will instead receive a "C" grade at 75% (75/100).
Example #1: Judy's essay was due Friday by 3:17 PM and she did not finish and submit it until 3:30 PM because her Chrome-book died at the end of her 8th period class and she had to go to the media center to attach the file and submit it in Google Classroom on one of their computers. Although this was an accident, Judy had multiple weeks to complete the assignment and poorly chose to wait until the last minute to turn it in. She will lose 10% since she did not receive prior approval for the tardiness of the assignment.
Example #2: Henry learned that his grandfather's funeral will be held Thursday and that his family will be driving to the location Wednesday and staying for the rest of the week with an aunt and he will miss school Wednesday - Friday. Since his essay is due Friday, he contacted his instructor ahead of time and was given the following Monday as an alternative due date for the assignment without penalty.
Redo Policy for Essays: During the course of the semester each student may redo one (1) essay in an attempt to achieve a higher grade on the assignment. Guidelines are as follows:
1. The original essay must have been completed and graded.
2. The redo must be an entirely new essay, not a fixed version.
3. The redo must be submitted before the end of the semester.
4. The instructor will take the higher of the two essay grades.
5. ONLY the first three essays may be redone NOT the final.
Alternative Assignment Policy for the Socratic Seminar: The graded Socratic Seminar is worth 20% of the final grade; that said, since it is a group discussion, it is not possible to make up this grade in the same manner if a student is absent on the day of their discussion. A student may be eligible to complete an alternative assignment if absent IF AND ONLY IF they followed standard procedure for completion of Late Work as shown above.
The alternative assignment for the graded Socratic Seminar will be for the student to complete a 1,000 word Literary Analysis essay based on the novel, The Great Gatsby by F. Scott Fitzgerald (RUBRIC). More specific focus will be given to each student individually as needed. This will be due by the final day of the semester. STUDENTS MAY NOT SIMPLY OPT TO COMPLETE THIS ESSAY IN PLACE OF PARTICIPATION IN THE SOCRATIC SEMINAR.
Word Length: Each essay submitted for a final grade must adhere to the designated word count for that essay with a grace of 50 words only above or below. If a student decides to turn in a final paper shorter or longer than the required length (excluding the 50 word grace), it will be returned ungraded and considered late (losing 10%). The student may then make the paper more concise (cut words) or add more information as needed and resubmit. If you are having trouble with this see me and we can work through it together!
WORD LENGTH IS COUNTED ONLY FROM WORDS WITHIN THE PARAGRAPHS OF THE ESSAY AND DOES NOT INCLUDE THE TITLE, WORKS CITED, HEADER, OR INFORMATION IN THE UPPER LEFT OF THE PAPER'S FIRST PAGE (YOUR NAME, INSTRUCTOR, CLASS, DUE DATE).
Grading Scale:
A 94-100
A- 90-93
B+ 88-89
B 84-87
B- 80-83
C+ 78-79
C 74-77
C- 70-73
D+ 68-69
D 64-67
D- 60-63
F 0-59
***Students in this course will receive the same grade in both their high school and college grades. The grades will be weighted as follows:
The final grade for each student will be determined by the grades associated with the four (4) essays and one (1) graded Socratic Seminar. These are weighted as follows:
Essays - 80% of final grade
Socratic Seminar - 20% of final grade
To utilize Composition 1 as a prerequisite to such courses as Composition 2, you must receive a final college grade of no lower than a "C" average.
Additionally, the Central Lakes College Grading System can be found here.
"Extra Credit"
Students who show maturity by consistently acting appropriately and who show initiative regularly by thoroughly completing ungraded exercises/activities as assigned and to the best of their ability may receive grade leniency as deemed fit by the instructor up to but not exceeding a half a letter grade increase to their final semester grade. For example, if a student would receive a C+ on their final grade for the course but they have been active in class discussions, attentive, and have completed satisfactory work in exercises throughout the semester as decided by the instructor, he/she will instead receive a B- in the class.
To keep track of ungraded materials that can be used by the instructor to determine extra credit, students are encouraged to keep a portfolio folder with all their work in it throughout the semester. The instructor will keep a list of all class activities that count toward this extra credit as well for reference, adding to it as needed. If a student is absent, it is up to the student to ask the instructor if something was missing and to complete the work outside of class.
Regardless of ungraded work completed, THE INSTRUCTOR IS NEVER REQUIRED TO GIVE GRADE LENIENCY IN THIS FASHION--IT IS A PRIVILEGE, NOT A RIGHT.
GRADE LENIENCY ONLY APPLIES TO EXTRA CREDIT. GRADES WHICH ARE CLOSE TO, BUT BELOW, BY ANY MARGIN, DO NOT GET BUMPED UP IN ANY OTHER FASHION, SO DON'T ASK.
Student Withdrawal
Academic Integrity
Academic integrity is one of the most important values in higher education. This principle requires that each student's work represents his or her own personal efforts and that the student acknowledges the intellectual contributions of others. The foundation for this principle is student academic honesty. Central Lakes College expects all students to uphold the highest standards of academic integrity and acts of dishonesty will not be tolerated.
Professional Conduct and Communication are expected. Formal and professional conduct is expected of you at all times. Your practice of study, communication, politic, inter-personal and group interaction skills, generally accepted and expected of a college-bound student, begins and/or continuously improves in this class. Pro-actively shared, cooperative assistance is highly valued in professional settings. Because unprofessional, disruptive, and/or rude behavior demonstrated by you is both a distraction to your own learning and the learning of others, its demonstration in this educational setting toward anyone, including the teacher, is unacceptable and will result in your immediate discharge from the classroom. Your grade and your continued membership in the course will be negatively affected based upon the severity of the offense.
Cheating / Plagiarism
Cheating / Plagiarism are not tolerated in any form.
Cheating defined:
- Copying, in part or in whole, from another’s test or other evaluation instrument or obtaining answers from another person during the test.
- Submitting work previously presented in another course, if contrary to the rules of either course.
- Using or consulting, sources or materials not authorized by the instructor during an examination.
- Altering or interfering with grading or grading instruction.
- Sitting for an examination by a surrogate, or as a surrogate.
- Any other act committed by a student in the course of his or her academic work, which defrauds or misrepresents, including aiding or abetting in any of the actions defined above.
- Talking or consulting during the test with another person.
- Giving / providing in any way, information to other students that allows the student an undeserved advantage on an exam or quiz, such as telling a peer what to expect on a make-up exam or prepping a student for a test in another section of the same class.
Plagiarism defined:
- The act of incorporating the ideas, words, sentences, paragraphs or parts thereof, or the specific substance of another’s work, without giving appropriate credit, and representing the product as one’s own work.
- Representing another’s artistic/scholarly or similar works as one’s own.
- Plagiarism may either be deliberate or unintentional, but it must be avoided with all due diligence.
Consequences of academic dishonesty, un-acceptable behavior:
Upon the first infraction of academic dishonesty, the CIS instructor may do one or more of the following in addition to complying with any high school policies already in place:
- Give a lower or failing grade on the assignment.
- Give a lower or Fail grade in the course.
- Refer the student to the Vice President of Student Services for student disciplinary action.
***In Mr. Paulson's class the FIRST offense for blatant cheating (plagiarism, using another student's work as your own, etc) will result in the student unable to acquire better than a "C" in the course at both the college and high school level. Further offenses will be referred to both CLC and Healy administration with Mr. Paulson suggesting removal from the course.
Affirmative Action Plan/Statement of Accomodation
Mandatory Reporting
Emergency Procedures At Healy High School
In case of fire, exit the building through the doors just to the left of the classroom door.
In case of an accident, if the instructor is not capable of calling the office, please use the classroom phone to call the office at x1209. In case of a lockdown, please follow instructor’s directions. ALICE training procedures may be followed. In case of a tornado or severe weather, move to the ITV room attached to the Media Center and follow the intercom instructions.