ENG 101 Communication Arts I Instructor Benjamin Longf.docx

ENG 101 Communication Arts I

Instructor: Benjamin Longfellow

Adams State University Extended Studies

Open Enrollment

Section # 1472


I. Course Title: Communication Arts I.


II. Course Number: ENG 101


III. Credit Hours: 3


IV. Catalog Description: A course designed to provide students with the reading, writing and

critical thinking skills necessary to produce effective college-level expository writing.


V. Curricular Relationships: Effective writing is fundamental to student learning and success in

every discipline.


VI. Student Learning Outcomes:

1. Major outcomes: Students will

A. improve their ability to read and write effectively, accurately, and critically.

B. think independently, analytically, and creatively.

.

2. Minor outcomes: Students will

A. cultivate appreciation for diverse cultures, persons and ideas and increase their

understanding of their place in a multicultural framework;

B. practice distinguishing fact from opinion;

C. function effectively in groups;

D. respond to the aesthetic dimensions of human experience in the field of writing, explore

basic moral and ethical philosophies, and consider the place of writing in community

involvement; and

E. develop writing-related technology skills.


VII. Content Outline

1) How to write effective expository essays

a) finding a topic and developing a thesis
b) organization and development
c) unity and coherence
d) introductions, transitions, and conclusions
e) grammar and mechanics, the rules of Standard English
f) style and voice
g) analyzing and addressing different audiences
h) the rhetorical patterns

2) The writing process, its steps, its importance

3) Writing in different contexts for different purposes (academic, persuasive, business,

creative, personal)

4) Writings of multicultural professional writers

a) reading critically
b) analyzing and responding to the ideas



c) analyzing the structure and presentation
5) Reading and analyzing peers' essays and one's own essays; getting and giving feedback in

groups and pairs

6) Using word processors, spell checkers, and grammar checkers


In addition to coverage of these topics, the largest component of the class will consist of students

practicing these skills by writing and revising their own essays.


VIII. Course Requirements: Procedures / Policies: Students will be required to submit several

short constructed responses (averaging 250 words each), at least six essays (ranging from 500-1000

words each) for evaluation. They will also be evaluated on other aspects of the writing process,

including pre-writing, collaborating, drafting, editing and revising. The course will be discussion-

based and will provide opportunities for student responses to diverse readings.


IX. Grade Distribution and Scale

Writing Prompts 15 x 25 points 375 points

Discussions

Short Constructed Responses 2 x 25 points 50 p ...

1. ENG 101 Communication Arts I

Instructor: Benjamin Longfellow

Adams State University Extended Studies

Open Enrollment

Section # 1472


I. Course Title: Communication Arts I.


II. Course Number: ENG 101


III. Credit Hours: 3


IV. Catalog Description: A course designed to provide students
with the reading, writing and

critical thinking skills necessary to produce effective college-
level expository writing.


V. Curricular Relationships: Effective writing is fundamental
to student learning and success in

every discipline.

2. VI. Student Learning Outcomes:

1. Major outcomes: Students will

A. improve their ability to read and write effectively,
accurately, and critically.

B. think independently, analytically, and creatively.

.

2. Minor outcomes: Students will

A. cultivate appreciation for diverse cultures, persons and ideas
and increase their

understanding of their place in a multicultural framework;

B. practice distinguishing fact from opinion;

C. function effectively in groups;

D. respond to the aesthetic dimensions of human experience in
the field of writing, explore

basic moral and ethical philosophies, and consider the place of
writing in community

involvement; and

E. develop writing-related technology skills.


VII. Content Outline

3. 1) How to write effective expository essays

a) finding a topic and developing a thesis
b) organization and development
c) unity and coherence
d) introductions, transitions, and conclusions
e) grammar and mechanics, the rules of Standard English
f) style and voice
g) analyzing and addressing different audiences
h) the rhetorical patterns

2) The writing process, its steps, its importance

3) Writing in different contexts for different purposes
(academic, persuasive, business,

creative, personal)

4) Writings of multicultural professional writers

a) reading critically
b) analyzing and responding to the ideas



c) analyzing the structure and presentation
5) Reading and analyzing peers' essays and one's own essays;
getting and giving feedback in

groups and pairs

6) Using word processors, spell checkers, and grammar checkers


In addition to coverage of these topics, the largest component of

4. the class will consist of students

practicing these skills by writing and revising their own essays.


VIII. Course Requirements: Procedures / Policies: Students
will be required to submit several

short constructed responses (averaging 250 words each), at least
six essays (ranging from 500-1000

words each) for evaluation. They will also be evaluated on
other aspects of the writing process,

including pre-writing, collaborating, drafting, editing and
revising. The course will be discussion-

based and will provide opportunities for student responses to
diverse readings.


IX. Grade Distribution and Scale

Writing Prompts 15 x 25 points 375 points

Discussions

Short Constructed Responses 2 x 25 points 50 points

Writing Process 150 points

50 Word Bio 25 points

8 Sentence Paragraph 25 points

Thesis Statements 25 points

5. Introduction Paragraphs 25 points

Body Paragraphs 25 points

Conclusion Paragraphs 25 points

Papers 1150points

Compare and Contrast Papers 2 x 50 100 points

Analysis Papers

Drafts 3 x 50 150 points

Finals 3 x 100 300 points

Narratives 150 points

On Self 50 points

Personal 100 points

Response Papers 3 x 50 150 points

Old Man Wings 50 points

Case Benjamin Button 50 points

Dover Beach / Dover Bitch 50 points

Essay 200 points

Young Goodman Brown Draft 50 points

Young Goodman Brown Final 100 points

6. The Things They Carried 50 points

Creative Writing Assignment 100 points

Poems 5 x 25 points 125 points

Diction 25 points

Imagery 25 points

Lines 25 points

Sounds 25 points

Meter 25 points

Sonnet 25 points

Final 100 points



Total Points for class: 1950 points


Grading Scale:

90-100% 1755 – 1950 points A

80-89% 1560 – 1754 points B

70-79% 1365 – 1559 points C

60-69% 1170 – 1364 points D

7. 59 and below 0 – 1169 points F


X. Required/ Recommended Readings:

A basic handbook of grammar and style such as Hacker's Rules
for Writers, to be agreed upon for

all Eng 101 sections.


Other books may include a reader with rhetoric such as Elbow
and Belanoff, A Community of

Writers, or Stanford, Connections: A Multicultural Reader for
Writers.

Textbooks can be purchased from the Adams State University
Bookstore. To order textbooks or

obtain information about book titles, you may go to
www.exstudies.adams.edu and click on the

"Undergraduate" or "Educators K-12" icon. Click on the
"Bookstore" link. Select "DISTLEARN"

from the department menu.
(http://adams.edu/students/sub/bookstore/)

Use Section Number: 1472 to order books from Bookstore site.
This should provide the correct

textbook information and ordering options.

If you have questions, you can contact the Bookstore at 719-
587-7981 , email Loretta Martinez

8. at [email protected] or send a mailed request to Adams State
University Bookstore, 208

Edgemont Blvd., Suite 3140, Alamosa, CO 81101.


XI. Unit by Unit Layout

Unit 1

Writing Prompt

Introduction to class

Read Most Common Punctuation Mistakes

The Structure of the Essay

Audience

Read through Plagiarism Handout and
http://www.plagiarism.org/

Write 1 page in your own words:

What is plagiarism?

How it can be avoided?

Unit 2

Writing Prompt

50 Word Bio

9. 2 page (500 words) Narrative on Self

8 Sentence Paragraph

Read A Clean, Well-Lighted Place by Ernest Hemingway

Answer two short responses

Discussion Posts



http://www.exstudies.adams.edu/
http://adams.edu/students/sub/bookstore/
tel:[phone]
mailto:[email protected]
http://www.plagiarism.org/


Unit 3

Writing Prompt

Read The Yellow Wallpaper by Charlotte Perkins Gilman

Read The Garden Party by Katherine Mansfield

Compare and contrast the main characters in these stories.

Handout on Compare and Contrast,
http://www.eslbee.com/compcont.htm

Discussion Posts

MLA Citation

10. Handout on MLA

Example page.

Thesis Introduction

Handout: How to tell a strong thesis from a weak thesis

Given a topic, write a good thesis statement

Poetry Introduction

Diction


Unit 4

Writing Prompt

Poetry Introduction

Imagery

Read Sir Gawain and the Green Knight

Short Response Questions.

Discussion Posts

Personal Narrative 3 page (750 words)

Pick one event from your life

Academic writing Process

Given Topic, writing an introduction

11. Unit 5

Writing Prompt

Poetry Introduction

Lines and Sounds

Academic Writing Process

Body Paragraphs

Read A Very Old Man with Enormous Wings by Gabriel García
Márquez

2 Page Response to the reading

Discussion Posts

Creative Writing Assignment

Write a short story (if you need a prompt, email me)


Unit 6

Writing Prompt

Poetry Introduction

Meter

Academic Writing Process

Conclusions

12. Introduction to the Analysis Paper

Handouts

Example Analysis Paper

Read Poems

The Road Not Taken by Robert Frost

http://www.eslbee.com/compcont.htm


Saul and David by Anthony Hecht

I am not Yours by Sara Teasdale

Poor Angels by Edward Hirsch

Discussion posts and questions

Analysis paper 1 Draft


Unit 7

Writing Prompt

Peer Edit of Analysis Paper

Revision of Analysis Paper Due

Read Young Goodman Brown by Nathaniel Hawthorne

Essay Question: Why does Goodman Brown become "a stern, a

13. sad, a darkly

meditative, a distrustful, if not a desperate man" after his

experience in the forest?

Discussion Posts


Unit 8

Writing Prompt

Peer Edit of Young Goodman Brown Essay

Revise Young Goodman Brown Essay

Rd. The Curious Case of Benjamin Button by F. Scott
Fitzgerald

3 Page Response Paper

Discussion Posts


Unit 9

Writing Prompt

Read Poems

Dreams by Langston Hughes

Stopping by Woods on a Snowy Evening by Robert Frost

I Love You Except Because I Love You by Pablo Neruda

14. Invictus by William Ernest Henley

Discussion Posts and Questions on poems

Analysis Paper 2 Draft


Unit 10

Writing Prompt

Peer Edit of Analysis Paper 2

Revise Analysis Paper 2

Rd The Things They Carried by Tim O’Brien

2 Page Essay relating to The Things They Carried on what are
some things you carry

everyday.

Discussion Posts


Unit 11

Writing Prompt

Read The Story of an Hour by Kate Chopin

Read A White Heron by Sarah Orne Jewett

Read The Necklace by Guy de Maupassant

15. Discussion Posts on these stories



Write a Comparing and Contrasting Essay for the main
characters of two of these

three texts we read this week


Unit 12

Writing Prompt

Read Poems

Prophetic Outlook by Ernest Hilbert

Domestic Situation by Ernest Hilbert

Flatirons by David Yezzi

Discussion posts on these poems

Writing a Sonnet

I would recommend the Shakespearean sonnet but here is a link
which has the

examples of each type of sonnet:
http://www.sonnets.org/basicforms.htm



Unit 13

16. Writing Prompt

Read The Bet by Anton Chekhov

Read God Sees The Truth, but Waits by Leo Tolstoy

Discussion Posts


Unit 14

Writing Prompt

Read The Man Who Would Be King by Rudyard Kipling

Discussion posts

Analysis Paper 3 Draft

Choose any story we have read


Unit 15

Writing Prompt

Analysis Paper 3 Final Draft

Read Dover Beach by Matthew Arnold

Read The Dover Bitch by Anthony Hecht

Discussion Post

Response to both poems

17. Unit 16

Final

One of these five questions will be randomly chosen for you,
you will 1 ½ hours to

complete this essay.

1. In The Yellow Wallpaper, the narrator reports at the end of
her story that John faints. Did
Gilman intend this incident as a suggestion that the doctor and
men in general are really no

stronger than women emotionally? Explain your answer.

2. In A Very Old Man with Enormous Wings, how does the
priest react to the man with wings?
What does his response symbolize?

3. F. Scott Fitzgerald makes a bold commentary about class and
social standing in The Curious
Case of Benjamin Button. Explain whether you believe it to be
the story of society’s refusal

to accept anyone who is different.

http://www.sonnets.org/basicforms.htm


4. In The Story of an Hour, the story says Mrs. Mallard "had
loved him [her husband]--
sometimes. Often she did not." If she was "often" not in love
with him, why did she marry

18. him?

5. In The Bet, the lawyer writes that he has experienced all
kinds of things in books: love,
hunting, mountain climbing, storms, miracles, religions, wars,
etc. Is reading about something

the same as experiencing it? Which is better and why?