Michael Shea WHEREíS MIKE? Office Hrs: T&R, 2:30-4:30 & 6-6:30

Composition Office: EN 247D W, 1-2; and by appointment. I am

ENG 100-41 Phone: 392-6741 often in the SC for lunch on TWR.

Fall 2004 E-mail: Sheam1@southernct.edu

I won't teach a person who is not eager to learn, and will not explain to one who is not trying to make things clear without me. And if I explain one fourth and the person does not go back and reflect and think out the remaining three fourths without me, I will not bother to teach that person again.

--Confucius

Course Description

ìInstruction and practice in expository writing with appropriate readings and discussion to emphasize the importance of responsible and effective use of language. Does not satisfy the freshman composition requirement. By assignment only. 3 creditsî (SCSU Undergraduate Studies: 2003-2004 Catalogue 63).

In this particular section of ENG 100, the overarching goal is learning to analyze and to generate written arguments in order to prepare you for active participation in both civic discourse, which addresses non-academic communities, and academic discourse, which addresses scholarly communities. At the end of the semester, I expect you to

ß read arguments from a variety of forums and media critically;

ß analyze the arguments of others skeptically; and,

ß write your own cogent and stylistically appropriate arguments effectively.

To learn these skills, none of which operates independently of the others, you will work both individually and collaboratively.

Course Objectives[CB1]

In order for you to achieve the courseís fundamental goals, daily writing activities will help you

understand better the rich word and sentence choices the English language provides writers;
see what we learn about the world around us from our words and word choices;
evaluate the logical, ethical, and emotional aspects of argument;
write coherent, concise and persuasive paragraphs; and,
read a wide range of texts exploring ideas about contemporary American culture.

Required Textbooks

All the required texts are, or will be, available at the SCSU Bookstore:

American Heritage Dictionary, 4^rd edition (ISBN 0618098488). {AHD}
McClatchy, ed., Vintage Book of Contemporary American Poetry (ISBN 1400030935). {CAP}
Nunberg, Going Nucular (ISBN 158648234-3). {GN}
Rossenwasser & Stephen, Writing Analytically (ISNB 083845096). {WA}
Raimes, Pocket Keys for Writers (ISBN 0395961009). {PKW}
Vitto, Grammar by Diagram (ISBN 1551114577). {GBD}

Be sure to buy these particular editions of the texts.

Also be sure to buy all books early. The bookstore returns unsold books to the publisher midway through the semester, and you could be caught without the necessary books.

COURSE GUIDELINES

Attendance

ß Close-to-perfect attendance is recommended. At each class meeting, a sheet with a space for your signature will circulate. Your signature is the only way to record your class attendance in this course -- so make sure you arrive promptly and sign the attendance sheet.

ß By signing the attendance sheet, you are attesting not only to your physical presence but also to your preparedness: by checking the boxes to the right of your signature, you confirm that you have

ß completed and thought about the assigned reading, and

ß brought the requisite texts and work with you.

ß Because I understand that some days itís nearly impossible to achieve 100% preparedness, you can opt to take a bye ñ simply leave the appropriate boxes to the right of your signature blank. You make take up to two (2) byes without penalty. Subsequently, coming to class inadequately prepared or without the required text(s) and papers counts as an absence.

ß You may not take a bye on written assignments: see ìExtensions,î page 4.

ß The following count as an absence:

ß leaving a blank on the attendance sheet,

ß not bringing a complete writing assignment for in-class workshop,

ß not checking that you have completed the assigned reading (after two times),

ß not bringing the appropriate texts (after two times),

ß arriving late twice.

ß In this class, each absence over three (3) will lower your final grade by fifty (50) points. See ìGrading,î page 5.

ß An excused absence (illness or absence for official University trips to conferences, intercollegiate athletic events, musical performances and other events authorized in advance by the Student Affairs Office is still an absence; it simply means that you have the opportunity to make other arrangements for submitting the assignments. Hereís how:

ß If you know you must miss a class (school trip, athletics, etc.), inform me in writing and turn in any work in advance.

ß If you are sick and cannot attend class, arrange to have your work delivered for you.

ß Check immediately with other students in the course for any announcements or updates made on the day you miss so you can turn in all assignments on time.

ß Remember, much of the information you will need to complete this course successfully will be discussed in class and not repeated again. After-the-fact exchange (whether electronic or in person) cannot substitute for being in class. It is your responsibility to attend class in order to remain informed about assignments and classwork.

Conferences

My office is in the D-wing of Engleman, room 247. Please feel free to drop by anytime.

If you have a question, comment, complaint, suggestion, excuse, observationóor if you want just to talkóyou can usually find me at my desk during my office hours. Iíll also schedule short individual meetings before mid-term, so you and I can discuss your progress.

Special Needs

If you need an accommodation for any type of physical or learning disability, make an appointment or come by during my office hours as soon as possible to discuss any necessary modifications.

Academic Honesty

Cheating and plagiarism subvert the purpose of the University and the experience students derive from being at SCSU and in this class. They are offenses that harm both the offender and the students who do not cheat. As a member of the SCSU community, therefore, I pledge to do all in my power to prevent cheating and plagiarism, and to impose impartial sanctions upon those who harm themselves, their fellow students, and the entire community by academic dishonesty.

Your responsibility is to

use sources to support, not replace, independent thought,
observe the conventions of citing sources, and
come to me if you are unsure whether your work is too close to your sources (when in doubt, quote and cite.)

I have no patience with fraud: downloading or copying partial or complete sections of a written source passed off as your own work. When I SUSPECT plagiarism, I will follow the universityís Academic Misconduct Policy, which requires an F in the course and/or expulsion from SCSU.

Classroom Etiquette

I expect you to be courteous in this class. Some, but not all, of the basic rules of classroom courtesy are

If you have any complaint about any grade that cannot be resolved after a discussion with me, we can let another teacher of this course grade a clean copy of your paper. I will assign you whatever grade the teacher gives it, unless the new grade is lower, in which case of course the higher grade will count.

It is your responsibility to keep up with all returned and graded work. If you have any questions about your final grade, you will need all of it to verify my calculations.

Remember, after 3 absences (or their equivalent), your grade automatically falls by fifty (50) points for each additional absence (or its equivalent).

Participation

This class is a discussion class, and it is vital that we share our ideas and talents with each other. Never be afraid to ask a question, offer a comment, take a stand on an issue, or disagree with me or anyone else. It is through free and lively exchange that we will refine our views. Writing and speaking are very closely related forms of communication, and working on one inevitably helps the other. Several guidelines can help govern this exchange:

ß Entering this class intending to learn a great deal.

ß Remembering the importance of a sense of humor.

ß Demonstrating an interest in people of other times and places.

ß Being willing to offer your own ideas.

ß Commenting respectfully on the ideas of others.

You will be assigned a grade on your participation in the course -- youíll see me taking notes on this throughout the class and at the end of each class. The grading scale will be as follows:

Excellent (100 points)

ß Contributes regularly and enthusiastically to every class,

ß Sets agenda for class discussion and moves it forward, while giving others room to speak,

ß States ideas clearly,

ß Supports ideas and opinions with specific evidence from the text or elsewhere,

ß Follows up on own ideas and refines them,

ß Takes the lead in engaging others in discussion,

ß Can accurately rephrase what others say, and

ß Asks genuine questions.

Good (85 points)

ß Contributes good spiritedly to nearly every class discussion without dominating them,

ß States ideas clearly,

ß Supports ideas and opinions with general evidence from the text or elsewhere,

ß Always maintains an active presence in the class, even when not speaking, and

ß Sometimes engages others in dialogue.

Average (75 points)

ß Listens attentively to others, but contributes sporadically to class discussion,

ß Offers relevant ideas and opinions, but sometimes digresses from the point easily,

ß Does not always support ideas and opinions with evidence from the text,

ß Little follow up or refinement of ideas, or

ß Rarely engages others in dialogue.

Below Average (65 points)

ß Physically present and actively listens, but contributes very little to class discussion, or offers unproductive comments,

ß Does not exhibit control of the material or reading assignment under discussion, or

ß Does not ask genuine questions.

Failing (50 or fewer points)

ß Frequently unprepared or regularly inattentive,

ß Often says nothing, or offers unproductive comments, or

ß Sometimes either contributes in disrespectful way or discourages group discussion.

I will let you know in private if I feel that you are not contributing as much as you can, or it will come up in the course of class discussion. I would suggest you err on the side of contributing too much, and leave it up to someone else to say whether you are carrying on too much (which does not happen too often). If at any time you are unclear about where you stand, raise the issue with me in private or after class.

Reading Assignments

You are expected to have read the selections (as listed for each day on the syllabus) by the time class begins. The reading assignments in the syllabus come from the following seven sources.

(1) Magazine articles. For most Thursdays, you will read a magazine article. At the beginning of the semester, I will select the readings; later on, you will make the selections.

Allow at least two hours per class to read the article (and complete Critical Discourse Journal).
As you read, practice becoming an active reader.
Keep a pencil/pen, dictionary, and paper nearby when reading. Make notes, jot down questions, circle important features in the reading assignment. Look up words that are unfamiliar to you or that seem to be used in an unusual context.
Consider authorís credentials and her/his assumed audience.
Mark important ideas and biases.
Trace how the author develops his/her argument; note its strengths and weaknesses.
Size up the quality of its evidence and the effectiveness of the argument.
Write out questions that you have about the reading selection.

Although we will clarify and discuss these basic questions in class, you are responsible for coming to class with at least most of them answered or ready to ask. If you are not fully prepared (which means not only having read the entire text, but also having thought about it), you will not be able to participate productively in class discussion when I call on you.

(2) Rossenwasser & Stephenís Writing Analytically (WA). Most weeks, I will make short assignments from this book. Be sure to think about how Rossenwasser & Stephenís guidelines can help you in your other reading and writing assignments.

(3) Vittoís Grammar By Diagram (GBD). Each chapter presents a different aspect of English syntax and grammar. You should read each assigned section, complete all exercises, and check your answers against the Answer Key in the back of the book. Bring any questions you have to class. Youíll have a short quiz on each assignment.

Nota Bene: Please review Chapter 12, ìPunctuation and Capitalization,î early in the semester, along with PKW Part 6, ìPunctuation and Mechanicsî (147-70). You will not be quizzed on the contents, though you will be held responsible for correctly punctuating and capitalizing your written work.

(4) Raimesí Pocket Keys for Writers (PKW). This handbook will supplement your readings in Writing Analytically and Grammar By Diagram and help you learn how to improve the mechanics in your papers.

(5) Nunbergís Going Nucular (GN). Weíll discuss selections from this collection of short essays most Tuesdays. Follow reading guidelines for magazine articles. Youíll apply concepts and strategies from Nunbergís book in the Language Investigation Exercises.

(6) American Heritage Dictionary (AHD).

(7) Vintage Book of Contemporary American Poetry (CAP). Every class will open with our reading and discussing a selected poem. Prepare to read the poem aloud and discuss it with the class by

ß reading the poem more than once.

ß keeping your American Heritage Dictionary next to you and using it.

ß determining the subjects of verbs, the antecedents of pronouns, and other normal grammatical facts.

Written Assignments

Whenever you wonder if you are following directions correctly, handwrite a note or question about that directly on your paper to help me better understand your confusion.

You are expected to have TWO (2) COPIES of the completed the written assignments (as listed for each day on the syllabus) by the time class starts. You will need to produce all these essays, journals, reports, exercises, and responses with a word processor. All assignments should follow Manuscript Specifications (yellow handout) and be turned in at the beginning of class. Written assignments that do not follow instructions will lose up to ten points (out of 50) and may be returned with grades and no comments.

Your Critical Discourse Journal (CDJ) should include these four elements:

Title. For your CDJ title, use the correct MLA bibliographical entry for the assigned reading (chapter or article) you are writing about. (See PKW 45-65, WA 179-80, and gold handout.)
Summary. Write one paragraph (100-130 words) summarizing the essential points of the chapter or article. The most effective means for accomplishing to is to

1) divide the article into logical sections ñ groups of 2-3 (or more) paragraphs;

2) write a short summary (in your own words) of each section;

3) restate the authorís main idea for the whole article in a sentence or two (this should be your first sentence); and,

4) revise steps 2 and 3 into a single paragraph that can be read as a summary of the whole piece.

To avoid misrepresenting the author, your summary must be accurate, it must be complete, it must speak in your voice, and it must make sense by itself. Be sure to indicate where the information youíre paraphrasing is found by using MLA in-text citation rules (that is, use parenthetical page numbers at the end of this paragraph). See PKW 40-45, WA 176-81.

Analysis. Write another paragraph (100-130 words) evaluating the selectionís argument. Use the criteria specified in ìCritical Discourse Journal Assignmentsî (pink handout).
Response. Write a final paragraph (100-130 words) in which you establish a position on the issue the article explores. For preliminary guidelines on this process, see ìLessons in Critical Thinkingî (green handout). For specifics, see ìCritical Discourse Journal Assignmentsî (pink handout).

Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 31-45, WA 179-84, and the gold handout).

During Thursdayís class we will examine each otherís bibliographical entries and summaries for completeness and accuracy, discuss modes of evaluation, and share responses. Be prepared to discuss the various strategies you used to complete each facet of the journal. Based on what you learn in the class discussion, you will then revise (not edit ñ youíll need to understand the difference) your journal to turn in Tuesday. This final draft should have coherent paragraphs.

Nota Bene: When you submit your revised version, you should turn in two (2) copies:

ß To the back of one copy, staple your copy of the assigned reading selection AND two copies of the first version of your CDJ with workshop comments.

ß The second copy should be stapled separately.

The assignment is NOT complete if these instructions are not followed.

This assignment attempts to help you foster the critical reading, thinking, and writing skills youíll need in most of your university-level courses. It may feel awkward and tedious at first; gradually, though, these practices will become more natural. Each CDJ is worth up to 50 points, a total of 600 points for all 12.

Quizzes & Exam

(1) Grammar Quizzes. Most classes will include a 5-minute quiz on the Grammar By Diagram lesson assigned for that day. For each of the 25 quizzes you correctly complete, you will receive 4 points, for a possible total of 100 points. Incorrectly completed quizzes will earn no points.

(2) There will be a final exam covering grammar, prose style, poetry interpretation, source analysis, and MLA documentation. It will be worth up to 100 points.

Extra-Credit Opportunities

To encourage you to explore the many cultural and intellectual opportunities SCSU offers, you may earn extra credit by attending and analyzing these lectures, performances, and seminars. For each analysis of 300-500-words you prepare (using my standard manuscript specifications), you will earn up to five (5) points to be added to your final total. You should submit your analysis within seven calendar days of the event, and may not submit more than one each week.

Reading, Assignment, and Quiz Schedule

Week 1

Tuesday, 31 August[CB2]

Diagnostic Essay [CB3]{summary, analysis, response}

Course Introduction [CB4]

Thursday, 2 September

Read: Collins, ìIntroduction to Poetryî (yellow handout[CB5] )

Adler, ìHow To Read a Bookî (white handout)

ìReading for Objectivity: The Summaryî (purple handout)}.

ìHabits of Mind: Getting Ready to Have Ideasî (WA 3-18)

ìIntroductionî (GBD 9-13)

ìLessons in Critical Thinkingî (green handout)

ìManuscript Specificationsî (yellow handout)

ìMLA Style for Internal Citation & Bibliographic Entriesî (gold handout)

ìWorkshop Guidelinesî (blue handout)

Article #1

Due: Critical Discourse Journal (CDJ) #1 {BRING 2 COPIES!!}

Week 2

Tuesday, 7 September

Read: Cummimgs, ìnobody loses all the timeî (handout)

ìPrefaceî etc. (AHD iv-x) {read the dictionary entries for ALL italicized words}

Nunberg, ìUsage in The American Heritage Dictionaryî (AHD xi-xiii)

ìNoticing: Learning to Observeî (WA 21-34)

ìEight Parts of Speech: Noun & Pronounî (GBD 15-23)

Due: CDJ #1 (revised) {BRING 2 COPIES!!}

Language Investigation Exercise (LIE) #1 {BRING 2 COPIES!!}

Take: Grammar Quiz (GQ) #1

Thursday, 9 September

Read: Gluck, ìGratitudeî (handout)

ìGuide to the Dictionaryî etc. (AHD xiv-xxviii)

ìPlagiarism and the Logic of Citationî (WA 176-184)

ìCiting Sources, Avoiding Plagiarismî (PKW 28-31)

ìMLA Styleî (PKW 38-67)

ìEight Parts of Speech: Verbî (GBD 23-29)

Article #2

Due: CDJ #2

Take: GQ #2

Week 3

Tuesday, 14 September

Read: Bishop, ìFilling Stationî (CAP 33-34)

ìIntroductionî (GN xi-xvii)

ìReading: How to Do It and What to Do With Itî (WA 53-71)

ìEight Parts of Speech: Adjective, Adverb & Prepositionî (GBD 29-35)

Due: CDJ #2 (revised)

LIE #2

Take: GQ #3

Thursday, 16 September

Read: Dove, ìCanaryî (CAP 560)

ìStyle: Choosing Wordsî (WA 225-239)

ìPunctuation and Mechanicsî (PKW 147-70)

ìPunctuation and Capitalizationî (GBD 261-303)

ìEight Parts of Speech: Conjunctions and Interjectionsî (GBD 36-41)

Article #3

Due: CDJ #3

Take: GQ #4

Week 4

Tuesday, 21 September

Read: Creeley, ìI Know a Manî (CAP 218)

ìCulture at Largeî (GN 3-35)

ìPrefaceî through ìPronunciationî (AHD iv-xxviii)

ìBasic Sentence Patterns for Be and Linking Verbsî (GBD 43-46)

Due: CDJ #3 (revised)

LIE #3

Take: GQ #5

Thursday, 23 September

Read: Roethke, ìI Knew a Womanî (CAP 45-46)

ìThe 5 Cís of Style: Cutî (PKW 94-96)

ìPatterns 1, 2, & 3î (GBD 47-53)

Article #4

Due: CDJ #4

Take: GQ #6

Week 5 {conferences}

Tuesday, 28 September

Read: Nemerov, ìWritingî (CAP 118)

ìWar Drumsî (GN 39-66)

ìPatterns 4 & 5î (GBD 53-60)

Due: CDJ #4 (revised)

LIE #4

Take: GQ #7

Thursday, 30 September

Read: Pinsky, ìShirtî (CAP 459-460)

ìWar Drumsî (GN 67-95)

ìThe 5 Cís of Style: Check for Actionî (PKW 96-97)

ìPatterns 6-8î (GBD 61-73)

Take: GQ #8

Week 6 {conferences}

Tuesday, 5 October

Read: Gl¸ck, ìMock Orangeî (CAP 508)

ìPolitics as Usualî (GN 99-151)

ìPatterns 9-10 & Special Structuresî (GBD 73-96)

Take: GQ #9

Thursday, 7 October

Read: Duncan, ìA Poem Beginning with a Line by Pindar: Iî (CAP 101-102)

ìThe 5 Cís of Style: Connectî (PKW 98-99)

ìUsage Problems Associated with Adjectives and Adverbsî (GBD 97-111)

Article #5

Due: CDJ #5

Take: GQ #10

Week 7

Tuesday, 12 October

Read: Plath, ìArielî (CAP 375)

ìSymbolsî (GN 155-171)

ìCompound Structuresî (GBD 113-124)

Due: CDJ #5 (revised)

LIE #5

Take: GQ #11

Thursday, 14 October

Read: Clampitt, ìBeach Glassî (CAP 467-468)

Article #6

ìInterpreting: Asking ëSo What?íî (WA 37-52)

ìThe 5 Cís of Style: Commitî (PKW 99-100)

ìComplex Sentences with Noun Clausesî (GBD 125-138)

Due: CDJ #6

Take: GQ #12

Week 8

Tuesday, 19 October

Read: Lee, ìPillowî (CAP 583-584)

ìMedia Wordsî (GN 175-195)

ìUsing Sourcesî (PKW 14-28)

ìAdverb Clauseî (GBD 139-147)

Due: CDJ #6 (revised)

LIE #6

Take: GQ #13

Thursday, 21 October

Read: Lorde, ìMovement Songî (CAP 403-404)

ìReading: How to Do It and What to Do with Itî (WA 53-72)

ìFinding and Citing Sourcesî (WA 163-188)

ìRelative or Adjective Clauseî (GBD 147-156)

Article #7

Due: CDJ #7

Take: GQ #14

Week 9

Tuesday, 26 October

Read: Merwin, ìFor the Anniversary of My Deathî (CAP 258-259)

ìBusiness Cyclesî (GN 199-224)

ìCompound-Complex Sentences (GBD 157-168)

Due: CDJ #7 (revised)

LIE #7

Take: GQ# 15

Thursday, 28 October

Read: Ashbery, ìMy Erotic Doubleî (CAP 284-285)

ìThe 5 Cís of Style: Chooseî (PKW 100-104)

ìSubject-Verb Agreementî (GBD 169-176)

Article #8

Due: CDJ #8

Take: GQ #16

Week 10

Tuesday, 2 November

Read: Rich, ìFor the Recordî (CAP 357-358)

ìTech Talkî (GN 227-240)

ìPronoun Agreementî (GBD 176-182)

Due: CDJ #8 (revised)

LIE #8

Take: GQ #17

Thursday, 4 November

Read: Strand, ìíThe Dreadful Has Already Happenedíî (CAP 383)

ìPronoun Form and Consistencyî (GBD 182-186)

Article #9

Due: CDJ #9

Take: GQ #18

Week 11

Tuesday, 9 November

Read: Phillips, ìRevisionî (CAP 590-592)

ìWatching Our Languageî (GN 243-281)

ìComplete Sentencesî (GBD 187-190)

Due: CDJ #9 (revised)

LIE #9

Take: GQ #19

Thursday, 11 November

Read: Cunningham, ìTo My Wifeî (CAP 81)

ìWatching Our Languageî (GN 243-281)

ìLinking Evidence and Claims: 10 on 1 Versus 1 on 10î (WA 75-95)

ìVerbsî (GBD 191-195)

Article #10

Due: CDJ #10

Take: GQ #20

Week 12

Tuesday, 16 November

Read: Lowell, ìReading Myselfî (CAP 19)

ìVerbsî (GBD 195-204)

Due: CDJ #10 (revised)

LIE #10

Take: GQ #21

Thursday, 18 November

Read: Simic, ìMy Shoesî (Cap 432)

Article #11

ìThe Evolving Thesisî (WA 97-119)

ìStyle: Shaping Sentences and Cutting the Fatî (WA 241-258)

ìInfinitivesî (GBD 205-220)

Due: CDJ #11

Take: GQ #22

Week 13

Tuesday, 23 November

Read: McHugh, ìAutoî (CAP 543-544)

ìNine Basic Errors and How to Fix Themî (WA 259-292)

Thursday, 25 November

Thanksgiving Holiday

Week 14

Tuesday, 30 November

Read: Voigt, ìWinter Fieldî (CAP 529)

ìRecognizing and Fixing Weak Thesis Statementsî (WA 121-135)

ìGerundsî (GBD 220-224)

Due: CDJ #11 (revised)

Take: GQ #23

Thursday, 2 December

Read: Williams, ìAlzheimerís: The Wifeî (CAP 430)

ìParticiplesî (GBD 224-230)

Article #12

Due: CDJ #12

Take: GQ #24

Week 15

Tuesday, 7 December

Read: Hirsch, ìFast Breakî (CAP 545-546)

Article #12

ìIntroductions and Conclusionsî (WA 191-208)

Due: CDJ #12 (revised)

Take: GQ #25

Thursday, 9 December

Read: Bidart, ìAnother Lifeî (CAP 447-450)

Due: Course evaluation and self evaluation

Final Exam: Tuesday, 14 December, 12:45 ñ 2:45 pm in our regular classroom.

A Final Word

This difficult course, the foundation for your studies in critical thinking and writing at SCSU or elsewhere, asks for a lot of hard work from you, so I need your help to make this course successful. I cannot teach you, and you cannot learn, unless you do the work it requests. Please read the syllabus and handouts and do what they say. Iíll work hard for you, but you control your education and can learn only as much as you want to. Trust meóthe course is designed so that you will learn no matter what as long as you do all it says to do, and do it in good spirit and with belief in me, in the course, and in yourself.

In fact, Iíll give you a money-back guarantee: if you do everything I ask of you in this course (all the reading, all the writing, all the thinking, all the classes) and still think you havenít gotten your moneyís worth of learning, Iíll refund your tuition (on a pro rata basis). I believe that much in this courseóand in your ability to learn.