Below is my sample syllabus for a first-year composition course. To view the critical analysis of my syllabus, please continue to the Analysis page.
English 100 -- Fall 2006
Professor Adrianna Bayer
MWF 1-1:50pm
Founders Hall 108
Office Hours: MWF 2-3pm or by appointments
email: amb93@humboldt.edu
Blackboard Site: https://blackboard.humboldt.edu/webapps/login
Course Objectives: To collaborate with classmates, in conjunction with the professor, to improve on writing skills. We will work with a variety of assignments that will teach us how to critically read and analyze texts, question or challenge what society deems as the cultural norm, explore our own communities that define who we are, and how all these elements affect the current definition of academic writing. We will explore different processes of writing, including brainstorming, outlining, free writing, revising etc. to discover the composition preferences of each student.
Required Texts:
Danticat, Edwidge. Krik? Krak!. New York: Vintage Contemporaries, 1996.
During, Simon ed. The Cultural Studies Reader. New York: Routledge, 2001.
Mulvey, Dan. Grammar the Easy Way. New York: Barron's Educational Series, 2002.
Selected excerpts from:
Allnutt, Robin, et al. Composition: Writing, Revising, and Speaking. Boston: Pearson Custom Publishing, 2004.
(An interesting article about this piece can be found at: http://www.vtnews.vt.edu/story.php?relyear=2004&itemno=506)
Required Assignments:
- Readings and Meditations- at least 10 out of the possible 15 (1-2 pages)
- Three essays: One on the novel- individual effort (3-5 pages), one on cultural/social subject matter- this is a group paper to be worked on between two students (7-10 pages), and one on a research topic of the student's choice- must be approved by the professor and be related to issues discussed in class (7-10 pages)
- One mini-essay (2-4 pages) on a topic that interests the student outside the classroom. Can be an individual or collaborative effort.
- Short 5-10 minute oral presentation of mini-essay
- Class participation and attendance
Grading Policy: Course Totals
- Meditations: 25%
- Essays: 10% for a total of 40%
- Oral Presentation: 10%
- Class Participation: 10%
- Final Portfolio: 5% (presentation and assignments included)
Grading Rubric: Will be passed out the week before an essay is due. This will be a collaborative effort in which the students will offer their input about how essays should be graded.
Late Papers: Each student will have the option of turning in one late paper, maximum of a week after the original due date. Each subsequent late paper will result in a lowering of that paper's grade by one letter per week it is late. If there are extenuating circumstances that will force other papers to be late, the student will need to meet with me so we can further discuss the issues.
Plagiarism: Plagiarism ranges from the use of unquoted passages from books to copying entire passages from the Internet. Any use of another's words, without proper citations (MLA), constitutes plagiarism. Any suspicion of plagiarism can result in the failure of this English course and/or expulsion from the university. Be safe, and don't risk it! If you have questions about whether something you wrote could be constituted as plagiarism, please see me.
Class Participation and Attendance: Students must be respectful of all classmates, and follow the ground rules for class discussion, as formulated during the first two days of classes. If a student ever feels threatened, singled out, or uncomfortable with speaking in the classroom, that student must set up an appointment to speak with me outside of class. If a student misses 4 or more days, without presenting an adequate reason for his or her absence, will automatically get 0% of class participation point. Also, please remember to silence your cell phones, pagers, or other communication devices before entering the classroom.
Special Note: I reserve the right to make changes to our course syllabus as is appropriate. The following is a tentative schedule.
Week 1
Monday- Introductions, explanation of the syllabus, and open forum for creating ground rules for class discussion. Homework: Read chapter 1 "The Sentence" and chapter 2 "Parts of Speech" in Grammar the Easy Way
Wednesday- Continue/Finalize ground rules (if necessary), explore our conceptions and misconceptions about grammar and its place in a writing classroom while discussing chapter 1 from Grammar. Homework: Read the bell hooks essay (pg 233) in The Cultural Studies Reader and chapter 3 "Phrases" from Grammar
Friday- Discussion of types of essay: Expository, Argumentative, Cause/Effect and Compare/Contrast. Group Work: Brainstorm possible ways of using these styles to write an essay about your ethnic background. Feel free to include styles not discussed in class, such as autobiographical, narrative, etc. Homework: Read "Nineteen Thirty-Seven" and "Seeing Things Simply" from Krik? Krak!
Week 2
Monday- Continue discussion on the different types/styles of essay: Including autoethnographic and collaborative research Discussion of the bell hooks essay, first mediation is due. Meditation due. Homework: Read chapter 5 "Verbs" in Grammar and one story of your choice from Krik? Krak!
Wednesday- Free write about how you can relate to the novel Krik? Krak! What forms of social and cultural ideas are presented in the stories? Group work: Brainstorm possible essay topics and styles of essay based on short story readings. Group Discussion: Discuss the novel in relation to some of the grammar lessons we have read. Homework: Read "Subjects of Sex/Gender/Desire" by Judith Butler in Cultural Studies
Friday- Discussion, questions, or concerns about grammar chapters we have read thus far. Group work: Create a new form of essay writing! Discussion of a possible grading rubric for first essay (essay about an issue presented in Krik? Krak!). Homework: Read "The Culture Industry: Enlightenment as Mass Deception" by Adorno (pg 31) in Cultural Studies and "Caroline's Wedding" in Krik? Krak!
Week 3
Monday- Continue discussion on grading rubric, discuss readings, and in-class writing exercise: outline a possible essay for Krik? Krak! Meditation due. No Homework! Catch up on reading assignments!
Wednesday- Discussion: How to workshop outlines? Group work- 3-4 students: workshop outlines/brainstorms/ideas for first essay. Homework: Begin first draft of essay and read chapter 11 "Parallel Structure" in Grammar
Friday- Discussion: What does a rough draft essay mean? How to revise what you are working with? Group work- 3-4 students, workshop 1st rough draft. Pass out grading rubric—first essay is due next Friday. Homework: Create a 2nd rough draft based on comments in smaller groups. Be prepared to share with the classroom. Read "How can one be a Sports Fan" by Pierre Bourdieu in Cultural Studies