English 104 College Writing and Research
Spring 2006
Teacher: Steve Frogge
Office Eder 222-T 271-4239 T, Th 8:00-9:30 or by appointment
E-Mail sfrogge@ missouriwestern.edu
Classes
Section 05 Murphy 103 T, Th 9:30-10:50 Final: Thursday, May 4, 8:30--10:20
Section 08 Murphy 103 T, Th 11:00-12:20 Final: Tuesday, May 9, 11:30-- 1:20
Required Text
The Bedford Guide for College Readers with Reader, Research Manual, and Handbook,. 7th Ed.
by X.J. Kennedy, Dorothy M. Kennedy, Marcia F. Muth, and Sylvia A. Holladay
Required Materials
folder for submitting formal papers along with pre-writing, drafts, peer comments, and etc.
notebook, paper, pens, pencils, stapler, 3.5” floppy disks, composition book for journal writing
Course Objectives
* Develop a realization that while writing tends to be a cyclical process, in order to talk about the
process and isolate problem areas, we approach it as a linear process that includes steps such as
idea generation, planning, drafting, revising, and editing.
* Focus on writing first drafts fluently, without stopping to revise and edit
* Accept that to write well, students must write much that is mediocre, and yet discover that from
within that total output, their best work is gleaned..
* Develop skill in thesis writing and development.
* Achieve proficiency in recognizing logical fallacies
* Gain awareness of basic essay types (e.g. Autobiography, Solution, Cause); learn to keep one
type of essay from bleeding into another; and write seven of the basic types.
* Experience the encouragement that can result from peer input and a live audience
* Write! Write! Write!
* Properly format thesis statements, outlines, and drafts
* Review grammar and mechanics
Grading
Papers 43%
7 Thesis Statements ( 7%)
7 Outlines (14%)
7 1st Drafts (14%)
7 2nd Drafts (28%)
7 Reading to Class ( 7%)
3 Final Drafts (30%)
Journals 17%
In Class Written Work 11%
Homework 11%
Peer Response 4%
Attendance 4%
Writer’s Handbook Exercises 3%
2 Student Conferences 3%
Final: Read from 1 Final Paper to Class 4%
Regarding Attendance Grade
No absences 5%; 1 absence 4%; 2 absences 3%; 3 absences 2%;
4 absences 1%; 5 or more absences 0% 3 times tardy count as 1 absence
Over 5 unexcused absences: automatic failure of the course
Each student will have an index card with his or her name on it. On arrival each day to class, students
must pick up their index cards. The teacher will take attendance based on who has or has not picked
up a card. Anyone who picks up a fellow student’s card to cover an absence will be dealt with harshly..
Late Work/Missed Classwork
Late papers or paper components as well as homework and non-group classwork assignments are lowered
by one letter grade per session late.
Group work, readings to the class, and peer reviews cannot be made up.
Regarding anyone who shows up without required materials such as paper, pens,or the textbook, and as a
result sits, doing nothing, or interrupts class to beg for materials, shall receive no credit for that session.
Class Participation
: I reserve the right to lower a student’s final grade by one letter for at least three instances of any of the following behavior:
* Engagement in anything other than listening when fellow students read to the class
* Refusal when present to read one’s own paper or journal to the class
* Failure to attend class on three or more of the scheduled days when students read papers
* Failure during peer review to engage in writing comments for the benefit of the writer or writing
and retaining a brief summary of what you wrote
* Failure to do classwork or sitting and doing nothing during times provided for doing classwork.
(You can always write in your journal or work on planning or proofreading a paper if you have
completed an exercise or activity on which others are still working.)
* Failure to attend conferences with the teacher.
Automatic failure of the course
* Over 5 unexcused absences
* Cheating/Plagiarism
* Failure to Attend the Final Exam
* Failure to Hand in a Portfolio consisting of 3 Final Papers along with all of the thesis statements, outlines, 1st and 2nd drafts, and peer comments for at least five of our seven papers
Papers
* For each paper, provide the teacher with an extra copy of the thesis statement, outline, 1st draft,
2nd draft, or final draft on the date the said component is due..
* When handing in the portfolio at the end of the semester, include in a folder every thesis
statement, outline, 1st draft, peer review, 2nd draft, and final draft
* The thesis and outline must be in proper format as on pages 630-31 of our textbook.
* All drafts must be in MLA Format (as on pages 632-39 of our textbook) unless the student has
sought and received permission to use APA or another standard format.
* Be sure to utilize the computer’s spelling and grammar checking capability. Also check to
ensure use of correct homonyms.
* All papers must be two full pages in length, double spaced with sizse 12 fonts and 1-inch
margins. 1st drafts must be at least 1 page in length.
Reading Aloud
From time to time students will read from papers for two or three minutes. Introductions must be no
longer than thirty seconds. Students must devote nearly all of their allotted time to actual reading.
Students must read in a voice loud enough for other students to hear.
Journal Writing
Students are expected to write two full pages (one page front and back) each week. Students may freely
write anything that involves full sentences and paragraphs: poetry, stories, plays, essays, letters,
comments, and etc. Lists do not count. Students will be graded based on the quantity not the quality of
the writing. Journals will be collected from time to time without warning, so students should make an
effort to keep the journal up to date. Students will be called on from time to time to read journal
entries of their choice.
E-Mail Correspondence
In the event that a student chooses to send a thesis statement, outline, or draft by e-mail, the student must
send the said item as an attachment in Word format or RTF (Rich Text Format).
Miscellaneous
Any student in this class with a disability that requires any special consideration must contact me
as soon as possible.
Turn off your cell phones.
Never call me to ask, “Mr. Frogge, are we going to be doing anything important today?”
Communicate. If you are having problems with an assignment or need to miss class, call or e-mail.
Course Calendar
Homework Page 1 of 2
Due at the beginning of class on the referenced date.
Reading Writing (Note: Write 2 Pages in Journal/Week)
1/19 Ch. 1 Writing Processes (8-15) Presenting Your Writing Process (13)
Ch. 2 Reading Processes (18-29) Describing Your Own Reading Process (19)
Ex 1-1, 1-2 (H-9,10)
1/24 Ch. 15 Strategies for Generating Ideas (252-68) As Needed, Finish Reading Critically (26-29)
Brainstorming (256)
Asking a Reporter’s Questions (263)
Ex. 2-1, 2-2 (H-13,14)
1/26 Ch. 16 Strategies for Planning (269-87) Considering Audience and Purpose (271)
Ex. 3-1(H-18); 3-2(H-25, 26)
1/31 Ch. 17 Strategies for Drafting (288-303) Ex: Topic Sentences (294)
Ex. 3-3(H-28); 3-4(H-30)
2/2 Ch. 18 Strategies for Developing (304-22) Ex: Giving Examples (307); Defining (311)
Ex. 4-1(H-36); 5-1(H-39, 40)
2/7 Ch. 19 Strategies for Revising and Editing (323-40) Ex. 6-1(H-43); 7-1(H-46)
Ch. 20 Strategies for Designing Your Document
(341-69)
2/9 Ch. 4 Recalling an Experience (47-62) Other Assignments: 1 of 1, 2, or 3 (60-61)
Ex 8-1(H-51, 52); 9-1(H-55 56)
2/14 Prepare thesis, outline, and 1st draft of paper on
recalled experience
Ex. 10-1-2(H58-60)
2/16 Prepare 2nd draft of paper on recalled experience
Ex. 11-1(H61, 62); 11-2(H63, 64)
2/21 Ch. 5 Observing a Scene (63-78) Other Assignments: 1 of 1, 2, or 3 (76-77)
Ex. 12-1(H-67); 13-1(H-70, 71)
2/23 Prepare thesis, outline, and 1st draft of paper on
observing a scene
Ex. 14-1(H-74, 75); 14-2(H-76, 77)
2/28 Prepare 2nd draft of paper on observing a scene
Ex. 15-1(H79, 80); 16-1 (H-81)
3/2 Ch. 7 Comparing and Contrasting (95-112) Other Assignments: 1 of 1, 2, or 3 (111)
Ex. 16-2(H-83); 16-3(H-84)
3/7 Prepare thesis, outline, and 1st draft of paper on
comparing and contrasting
Ex. 17-1(H-88, 89); 18-1(H-92)
Course Calendar
Homework Page 2 of 2
Due at the beginning of class on the referenced date.
Reading Writing(Note: Write 2 Pages in Journal/Week)
3/9 Prepare 2nd draft of paper on comparing and
contrasting
Ex. 19-1(H-93, 94); 20-1(H-97)
3/21 Ch. 8 Exploring Causes and Effects (113-130) Other Assignments: 1 of 1, 2, or 3 (129)
Ex. 21-1(H-98, 99); 21-2(H-100-101)
3/23 Prepare thesis, outline, and 1st draft of paper on
exploring causes and effects
Ex. 21-3(H-102, 103); 21-4(H-103, 104)
3/28 Prepare 2nd draft of paper on exploring causes and
effects
Ex. 21-5(H-105, 106); 22-1(H-108, 109)
3/30 Ch. 9 Taking a Stand (131-51) Other Assignments: 1 of 1, 2, or 3 (150)
Ex. 23-1(H-111, 112); 24-1(H114, 115)
4/4 Prepare thesis, outline, and 1st draft of paper on
taking a stand
Ex. 25-1(H118, 119); 26-1(H-120, 121)
4/6 Prepare 2nd draft of paper on taking a stand
Ex. 27-1(H-122); 27-2((H-124, 125)
4/11 Ch. 10 Proposing a Solution (152-69) Other Assignments: 1 of 1, 2, or 3 (167-68)
Ex. 28-1(H-129); 29-1(H-132, 133)
4/13 Prepare thesis, outline, and 1st draft of paper on
proposing a solution
Ex. 30-1(H134, 135); 31-1(H-137, 138)
4/18 Prepare 2nd draft of paper on proposing a solution
Ex. 32-1(H140, 141); 33-1(H-145)
4/20 Ch. 11 Evaluating (170-86) Other Assignments: 1 of 1, 2, or 3 (184-85)
4/25 Prepare thesis, outline, and 1st draft of paper on
evaluating
4/27 Prepare 2nd draft of paper on evaluating
5/4 Prepare portfolio
(Students in section 4 must submit the portfolio
during their final at 8:30 a.m. Students in section 8 must deliver their portfolios to my office by 4:00
p.m.)
Course Calendar
Classwork 1 of 3
Discussion/Lecture Individual Work Group Work
1/17 Syllabus Writing Self-Assessment Introductions
Writing and Reading Processes
1/19 Considering Audience (14) Annotating a Passage (22)
Considering Purpose (15)
Reading Cricically (26-29)
1/24 Generating Ideas Freewriting (257) Mapping (261)
Doodling and Sketching (259)
Imagining (262)
Seeking Motives (264-65)
1/26 Thesis Statements Discovering a Thesis (274) Outlining (283)
Outlines Examining Thesis Statements (276)
Clustering (280)
1/31 Paragraphs How Do I Begin to Write? Lengths of Paragraphs
Transitions Openings and Conclusions
Openings (298-300)
Conclusions
2/2 Developing a Paper Providing Details (309-10)
Analyzing a Subject (313-14)
Dividing and Classifying (316)
Analyzing a Process (318)
Comparing and Contrasting (320)
Identifying Causes and Effects (322)
2/7 Revising and Editing Editing and Proofreading (339-40) Creating a Document Template
MLA Format
2/9 Narrative Writing Questions to Start You Thinking Discuss Ideas for Recalling an
Autobiography and Biography (51, 54) Experience Papers: Turn idea into
Writing about Experience Discovery Checklist (55-56) a thesis statement and test it, using
Russell Baker’s “The Art of Eating chart (273); discuss possible ways
Spaghetti” (48-50) to develop it.
Robert G. Schreiner’s “What is a
Hunter” (51-53)
2/14 Check 1st draft, using revision Peer Review 1st Draft (61, 328-29)
checklists (59-60, 325-7, 333) and
editing checklists (60, 337-8,
A27-51)
2/16 Discuss Next Paper: Observing a Students read Recalling an
Scene Experience papers (2 min/
student)
Course Calendar
Classwork 2 of 3
Discussion/Lecture Individual Work Group Work
2/21 Eric Liu’s “The Chinatown Idea” Questions to Start You Thinking Discuss Ideas for Observing a
(65-67) (67, 69-70) Scene Papers. Turn idea into a
Michael Coil’s “Communications” Discovery Checklist (71) thesis statement and test it, using
(67-69) chart (273); discuss possible ways
to develop it.
2/23 Check 1st draft, using revision Peer Review 1st Draft (75, 328-29)
checklists (75, 325-7, 333) and
editing checklists (76, 337-8,
A27-51)
2/28 Discuss Next Paper: Comparing Students read Observing a
and Contrasting Scene papers (2 min/ student)
3/2 Suzanne Britt’s “Neat People Questions to Start You Thinking Discuss Ideas for Comparing
vs. Sloppy People” (96-8) (98, 101) and Contrasting papers
Tim Chabot’s “Take Me Out to Discovery Checklist (103)
the Ball Game, but which one?”
(99-101)
3/7 Check 1st draft, using revision Peer Review 1st Draft (107, 328-9)
checklists (110, 325-7, 333) and
editing checklists (110-11, 337-8,
A27-51)
3/9 Discuss Next Paper: Explaining Students read Comparing and
Causes and Effects Contrasting papers (2 min/student)
3/21 William Severini Kowinski’s Questions to Start You Thinking Discuss Ideas for Explaining
“Kids in the Mall: Growing Up (118, 121) Causes and Effects papers.
Controlled” (114-18) Discovery Checklist (122)
Yun Yung Choi’s “Invisible
Women” (119-21)
3/23 Check 1st draft, using revision Peer Review 1st Draft (128, 328-9)
checklists (127, 325-7, 333) and
editing checklists (128, 337-8,
A27-51)
3/28 Discuss Next Paper: Taking a Stand Students read Explaining Causes
Logical Fallacies and Effects papers (2 min/student)
3/30 Suzan Shown Harjo’s “Last Rites Questions to Start You Thinking Discuss Ideas for Taking a Stand
for Indian Dead” (132-34) (135, 138) papers.
LaBree Shide’s “ANWR: Not a
Place for Profit” (135-38)
Course Calendar
Classwork 3 of 3
Discussion/Lecture Individual Work Group Work
4/4 Check 1st draft, using revision Peer Review 1st Draft (147, 328-9)
checklists (148, 325-7, 333) and
editing checklists (148-49, 337-8,
A27-51)
4/6 Discuss Next Paper: Proposing a Students read Taking a Stand
Solution papers (2 min/student)
4/11 Wilbert Rideau’s “Why Prisons Questions to Start You Thinking Discuss Ideas for Proposing a
Don’t Work” (154-55) (155-56, 159) Solution papers.
Heather Colbenson’s “Missed Discovery Checklist (160)
Opportunities” (156-58)
4/13 Check 1st draft, using revision Peer Review 1st Draft (167, 328-9)
checklists (166, 325-7, 333) and
editing checklists (167, 337-8,
A27-51)
4/18 Discuss Next Paper: Evaluating Students read Proposing a
Solution papers (2 min/student)
4/20 Robert Hartwell Fiske’s “Don’t Questions to Start You Thinking Discuss Ideas for Evaluating
Look It Up! The Decline of the (174, 177) papers.
Dictionary” (171-73) Discovery Checklist (181)
Theresa H. Nguyen’s
“Antiterrorist Law Violates
Civil Rights” (174-77)
4/25 Check 1st draft, using revision Peer Review 1st Draft (182, 328-9)
checklists (183, 325-7, 333) and
editing checklists (184, 337-8,
A27-51)
4/27 Discuss Portfolio Students read Evaluating
papers (2 min/student)
5/4 Section 5 Final Test at 8:30 a.m..
5/9 Section 8 Final Test at 11:30 a.m.(pick-up portfolios)
Section 5 students should come by teacher’s office to pick-up portfolios