PAPER 1: Picture for description (2-3 pages)
PAPER 2: Description of a Paper (2-3 pages)
Moberly Area Community College
DEV022: Fundamentals of English, Fall 2005
CatalogDescription:
Fundamentals of English is designed as a preparation for English I, the college-level English course. It will serve as a review of the basic skills necessary in composition, usage, spelling, and writing mechanics necessary for entry into English I. (FA, SP, SU) Prerequisite/Co-requisite: none
Text(s):
Other Required Materials: 3.5 IBM disk or storage devices; spiral notebook for journal
Purpose of Course:
Fundamentals of English is designed to teach students the writing process by focusing on the concepts of prewriting, organization, unity, development, introductions, conclusions, and revision, with emphasis on clarity and coherence, which includes review of grammar, usage, sentence structure, word choice & punctuation. It is also the purpose of all developmental classes to help each student become successful through the development of a variety of college study skills.
Course Objectives—Upon successful completion of this course, students will be able to:
Demonstrate the writing, thinking, reading, and communicative skills necessary for success in all college courses;
Demonstrate mastery of the complexity of the full writing process – choosing a topic, prewriting, drafting, revising, editing;
Demonstrate writing fluency through correct usage of standard English, including grammar and punctuation skills;
Demonstrate understanding of the complex relationship between the self and the greater community via personal writings, business writing, and analysis/summary of publications.
Course Content:
Assessment of Student Learning:
Student outcomes of the above objectives that will constitute 80% of the student’s final grade may be measured through, but not limited to, the following: writing assignments, objective and essay examinations, quizzes, oral presentations, class participation, small group work, journal writings, homework, in-class writings, and computerized grammar exercises.
Class participation = 10%
Journal = 20%
Writing Assignments = 40%
Homework/In-class assignments/Group Work = 30%
Grading Scale:
100%-90% = A
89%-80% = B
79%-70% = C
69%-60% = D
59% or below = F
Grades will be calculated on total points and 70% mastery will be necessary for satisfactory completion of the course. A grade less than 70% will result in the student being required to repeat the course
Description of Major Assignments:
Journal: A journal of responses, thoughts, reactions, and opinions is an excellent way to improve your writing, thinking, and communicative skills. You may be asked to read journal entries to the class.
In-class Writing: In-class writing will prepare you for future courses containing essay exams & for spontaneous writing.
Paragraphs & Essays: Paragraph & essay writing will include various writing strategies or types, such as narrating, describing, comparing & contrasting, informing, persuading, & arguing, & summarizing.. Paragraphs and essays will move through five stages of writing: choosing a topic, prewriting, drafting, revising, and editing. For a paper to receive its mark of excellence, all stages of the writing process must be taken seriously. Don't expect an "A" or a "B" for a paper that has not been through the process. Final drafts should be submitted in a two-pocket folder and should include all stages of the writing process.
Quizzes: Quizzes will relate to the assignments, class discussions, & exercises & readings in the textbook, including grammar & punctuation.
Statement to Connect Course with General Education Outcomes or Technical Program Outcome Statement:
In compliance with MACC’s General Education outcomes, the student who successfully completes this course will be able to:
I. Demonstrate effective written and oral communication skills
Instructor Policies:
Attendance: Any student who misses two consecutive weeks of class during a regular sixteen (16)-week semester or the equivalent proportion of the class time during a shorter session will be dropped from the class unless acceptable justification is supplied to the instructor and the Dean of Student Services. The student will be notified in writing of the action through the Office of Student Services. Additionally, any student who misses more than one-fourth of the class meetings during any scheduled session may be dropped from that class by that instructor if, in the opinion of the instructor, the student does not have reasonable opportunity to succeed in the class. (Policy Handbook, M.095)
Tardiness:Take a seat and see me after class. More than 20 mins. tardy will be considered an absence.
Make-up and late work: One grade will be docked for every class period late, accepted up to one full week late.
Extra-credit work: If you feel the need for extra credit, see me
Schedule of Student Assignments/Activities (subject to change):
August
Thursday 25 –Pretest I, Introduction
Tuesday 30 –Pretest II, Intro. Continued
September
Thursday 1 – Thursday 8 --Essay #1 –Description
Tuesday 13 – ESSAY #1 DUE, Beginning of class
Thursday 15 – Thursday 29 --Essay #2 –Analysis of Description
October
Tuesday 4 – ESSAY #2 DUE, Beginning of class
Thursday 6 – Thursday 20 --Essay #3 –Compare/Contrast
Tuesday 25 – ESSAY #3 DUE, Beginning of class
November
Thursday (Oct.) 27 – Thursday 10 --Essay #4 –Research/Persuasive Essay
Tuesday 15 – ESSAY #4 DUE, Beginning of class
Thursday 17 – Tues 22 –Workshop days
Thursday 24 – THANKSGIVING, no class
Tuesday 29 – Catch-up day
December
Thursday 1 – Catch-up day, Revisions due
Tuesday 6 – Post-Test I
Thursday 8 – Post-Test II
Tuesday 13 – Finals
Thurs 15 – Finals
Americans with Disabilities Act Statement
Students with documented disabilities as addressed by the Americans with Disabilities Act may register proper documentation with the Office of Student Services. The Student Services Office will then notify appropriate instructors of suggested official accommodations. Students may also wish to personally inform their instructors of their particular disabilities.