ENG 043 - Writing: Paragraph to Essay - Capital 043 - Writing: Paragraph to Essay ... cause and effect, classification, definition, argument. Extra credit essay: write a ... unity and coherence

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  • ENG 043 - Writing: Paragraph to Essay

    Learning Community with ENG 073, Minati Roychoudhuri

    Sec. 1062, T/R 10:05-11:25AM, Rm 415

    Instructor: Kevin Lamkins Office phone: 906-5213

    Office: 1019 Home phone: (860) 560-9668

    Office Hours: M/W 2 -3:30, or by appt. Email: klamkins@ccc.commnet.edu

    Required books/readings:

    - Focus on Writing 2nd Edition by Laurie G. Kirszner and Stephen R.


    - Assorted exercises, texts supplied by professor or online, to be announced

    - http://klamkins.wordpress.com I will have course materials and

    additional resources online. Please

    bookmark or remember this web

    address because we will use it

    throughout the semester.

    Intro to ENG 043:

    One purpose of ENG 043 is for students to advance from writing simple paragraphs to well-

    organized short essays. Another purpose is to prepare students for ENG 101 and the

    expectations of college level writing.

    ENG 043 is not a credit bearing class. You must successfully pass ENG 043 to move onto the 3-

    credit ENG 101.

    Goals for ENG 043 (from the Standardized Course Outline) Students will learn:

    1. How to participate fully in class through regular, punctual attendance, individual and group projects, and by having responsibility for their own work

    2. A variety of language and prose writing by identifying and presenting clear main ideas in writing, practicing varied paragraph and essay patterns, evaluating appropriate diction

    and register, evaluating reliability and logic of observations in reading and writing texts

    3. Organization and development of effective compositions by employing appropriate strategies for prewriting, drafting, revising, and editing, composing coherent paragraphs,

    supporting central ideas with specific details, composing organized essays with thesis,

    introduction, body, and conclusion, and demonstrating control of key conventions of

    standard written English.

    4. Critical and global perspectives in writing by evaluating reliability of evidence in support


  • of main points, establishing tone and degree of objectivity appropriate to given purpose,

    clarifying distinctions and relationships among ideas in compositions, providing context

    for theses and explore their implications

    Course Breakdown:

    The course is composed of three units:

    Unit 1 The first unit will focus on essential concepts of college writing, from terms to know, to

    prewriting techniques, to the writing process. We will work step by step through writing your

    first essay.

    Unit 2 In the second unit, we will address common grammar and sentence errors and discuss

    ways to catch these mistakes while you're writing. Also, we will learn how to write a

    compare/contrast essay, a common type of college writing.

    Unit 3 We will discuss techniques for revising and fine-tuning your work. We will also look at

    different types of writing to prepare you for ENG 101 and use of sources. There will be a final

    in-class writing assignment the date of the final exam.


    Class participation will be graded. You are expected to be present and prepared for all classes.

    You must have all reading and writing homework assignments completed by the beginning of

    class for them to be accepted. In class you are expected to discuss the assignments, ask

    questions when you dont understand something and always be helpful and respectful to other

    students and the instructor. You must notify me ahead of time to receive an excused absence.

    Assignments and Grade Breakdown:

    - In-class writing, short assignments, quizzes, and participation (25%)

    - Unit 1 Essay Exemplification (25%) - Unit 2 Essay Compare and Contrast (25%) - Unit 3 In-class writing assignment (25%) - Extra credit as assigned or student generated

    I will offer opportunities to revise work for better grades. Some revisions will be built into the

    course work, but you can revise just about any assignment on your own.

    Please take advantage of the Writing Center, room 409, for additional help with your writing. If

    you have special learning needs or difficulties that you feel I should know about, please meet

    with me early in the semester.

  • ENG 043 Essential Terms to Know Glossary

    Part 1:

    Composition: _________________________________________________________________

    Thesis: ______________________________________________________________________

    Structure: ____________________________________________________________________

    Prewriting: ___________________________________________________________________

    Outline: ______________________________________________________________________

    Drafting: _____________________________________________________________________

    Revision/revising: ______________________________________________________________

    Edit/editing: ___________________________________________________________________

    Writing process: ________________________________________________________________

    Summary: _____________________________________________________________________

    Response: _____________________________________________________________________

    Detail: ________________________________________________________________________

    Specific: ______________________________________________________________________

    Development: __________________________________________________________________

    Essay: ________________________________________________________________________

    Part 2:

    Diction: ______________________________________________________________________

    Analysis/analyze: _______________________________________________________________

    Introduction: ___________________________________________________________________

    Body: ________________________________________________________________________

    Conclusion: ___________________________________________________________________

    Coherence: ____________________________________________________________________

    Clarity: _______________________________________________________________________

    Organization: __________________________________________________________________

    Evaluation/evaluate: _____________________________________________________________

    Tone: ________________________________________________________________________

    Audience: _____________________________________________________________________

    Content: ______________________________________________________________________

    Purpose: ______________________________________________________________________

    Paraphrase: ____________________________________________________________________

    Quotation: ____________________________________________________________________

  • ENG 043 Syllabus

    Date: In-class work: Homework:

    Tues. 1/24 Intro to the course, policies and goals. We will do a writing sample in class (who am I?).

    Essentials terms to know, part 1

    Thur. 1/26 Infosheet and email. You must have a working email address. Review terms to know part 1. Discuss grading rubric. Begin ENG 043 glossary.

    Email me your contact information for my records

    Tues. 1/31 Discuss the structure of writing: introduction, body, conclusion, thesis, topic sentences, transitions, etc. (FOW: 161)

    Essential terms to know, part 2. Read The Dog Ate My Disk, and Other Tales of Woe (FOW: 689, RH: 396)

    Thur. 2/2 Discuss the writing process: planning, organizing, drafting, revising and editing. (FOW: 3-27); discuss The Dog Ate and begin response. (FOW: 632)

    Write a summary/response paragraph (bring 2 copies).

    Tues. 2/7 The Dog Ate My Disk paragraphs due. Peer review. Review essential terms to know, part 2. Update ENG043 glossary (do no lose this!); discuss prewriting techniques and audience (content, vocabulary and tone, FOW: 5-13)

    Read Impounded Fathers (FOW: 708)

    Thur. 2/9 Discuss Impounded Fathers Who is the audience? How do you know? How would the article be written for another audience? Discuss topic sentences, exercises in class, apply to your first paragraph. (FOW: 14-17)

    Read pages 50-55 Write a summary/response to Impounded Fathers (bring 2 copies)

    Tues. 2/14 Impounded Fathers paragraphs due. Peer review. Discuss paragraph development, part 1, TESTing your paragraphs (FOW: 29+). Introduction to the Unit 1 Essay Exemplification using summary and reflection (p.207). Begin introductory paragraphs in class.

    Read Dont Call Me a Hot Tamale (FOW: 636)

    Thur. 2/16 Discuss purposes for writing, exercises in class identifying purpose (from text and image, FOW: 167), creating a purpose examine your introduction draft. Is the purpose clear? Discuss Dont Call Me a Hot Tamale

    Write a summary/response to Dont Call Me a Hot Tamale (p. 636) (Bring 2 copies)

    Tues. 2/21 Dont Call Me a Hot Tamale paragraphs due. Peer review. Discussing ordering of details in paragraphs how to organize. How does the author organize information in the article? Think about your own essay draft. What is the best way to organize it so that it shows your purpose?

    Thur. 2/23 Discuss fragments, comma splices, run-ons (FOW: 354, 370) using the three step test of sentence completeness. Discuss dependent words, exercises in class. Address any further questions about Unit 1 Essay.

    Unit 1 Essay complete draft

    Tues. 2/28 Unit 1 complete drafts due. Peer reviews in class. Peer reviews will count toward your Unit 1 Essay grade.

  • Thur. 3/1 Begin Unit 2. Read My Two Lives (FOW: 674) in class and discuss. Think about tone, purpose, audience, vocabulary, etc.

    Write a list of responses to My Two Lives. Include at least 4 main points.

    Tues. 3/6 My Two Lives list due. Discuss coordination and subordination (FOW: 277, 297) forming compound and complex sentences to enhance your writing, FANBOYS, etc. (FOW: 262-307) Exercises in class.

    Read An Identity Reduced to a Burka (handout).

    Thur. 3/8 Unit 1 final drafts due! Discuss An Identity Reduced to a Burka. Think about tone, purpose, audience, vocabulary, etc. How are the articles similar to or different than each other? Anchor Assignment (FOW: 632).

    Write Anchor Assignment in response to your choice of Unit 2 readings. Include at least 4 main points.

    Tues. 3/13 Anchor assignment due. Discuss paragraph to essay essay form, finding a topic, main ideas, thesis statements (FOW: 160-180). Apply to Unit 2 readings.

    Get caught up!

    March 12-18

    Spring Break College closed.

    Tues. 3/20 Brief review fragments, comma splices, run-ons, 3 step test, thesis, etc. Discuss paragraph to essay (part 2) introduction and conclusion (FOW: 194).

    Read FOW: 106-119

    Thur. 3/22 Discuss comparison/contrast essay (FOW: 106, 235), point by point, exercises in class breaking down the topic into points of similarity and difference. Apply to Unit 2 texts.

    Write down at least 4 points or comparison or contrast.

    Tues. 3/27 In class writing workshop: using your response paragraphs and points of comparison/contrast, begin your Unit 2 essay. Start with prewriting brainstorming, fastwriting, outlining (FOW: 176-178). Think about your tone, order of details, etc.

    Write an outline: compare/contrast the two articles. Have at least three main points. Be as detailed as possible.

    Thur. 3/29 Unit 2 outline due. Peer review of outlines. Continue drafting your introduction and thesis. Think about your conclusion what's your assessment of the two articles? Use specific examples from the texts.

    Begin Unit 2 essay.

    Tues. 4/3 Workshopping and catch-up. Grammar and sentence errors revisited. We'll also talk about using transitions (FOW: 40, 283) to help your essay flow. Create the Criteria.

    Finish Unit 2 essay

    Thur. 4/5 Learning Community workshop day

    Tues. 4/10 Unit 2 compare/contrast essays due. Begin Unit 3 preparing for ENG 101: patterns of organization, part 1: exemplification, description, narration, process.

    Skim FOW: 94-105, 122-151

    Thur. 4/12 Patterns of organization, part 2: cause and effect, classification, definition, argument.

    Extra credit essay: write a short argument paper on a controversial issue.

    Tues. 4/17 ENG 101 preparation continued, expectations of college composition, refining your writing, addressing

    Read FOW: 182-193

  • sentence variety and wordiness (FOW: 309, 337), attention-getters, titles (FOW: 198), etc.

    Thur. 4/19 Revising an essay (FOW: 182+), the importance of drafts, revising for content and organization, editing for grammar, punctuation and spelling. In class, reading workshop. Pairs recommend a reading for Unit 3.

    Tues. 4/24 Use of sources, part 1: quoting and paraphrasing (FOW: 728). When should you use a direct quote? When should you paraphrase? We'll discuss how to paraphrase well. Discuss TBA

    Double entry journal quoting and paraphrasing.

    Thur. 4/26 Double entry journals due. Use of sources, part 2: documentation (FOW: 736). Why cite? How to cite your sources in-text and in your works cited page. Groups make Works Cited pages in class.

    Final works cited page for your Unit 3 project: include all the articles from the textbook and handouts.

    Tues. 5/1 Works cited pages due. Discuss critical thinking and writing. Catch-up day. In class we'll play ENG 043 Jeopardy!

    Thur. 5/3 Last day of class review for the final

    Tues. 5/8 Final in-class writing assignment, 10-12noon

  • Scoring Rubric for Written Assignments

    Score Purpose & Audience Organization Development Language



    Takes ownership of

    purpose, uses assignment

    to explore topics

    intrinsic interest, shows

    full understanding of

    issues, engages audience,

    uses format to enhance


    Focuses consistently on

    clearly expressed central

    idea, establishes strong

    unity and coherence

    among ideas, guides

    readers smoothly with

    paragraph structure and

    transitions, opens and

    closes with strength

    Explores ideas

    vigorously, supports

    points fully, balances

    general and specific

    skillfully, chooses

    evidence (subjective or


    appropriately, reasons

    persuasively making

    useful distinctions

    Employs words with

    fluency, develops concise

    standard English

    sentences, balances a

    variety of sentence

    structures effectively,

    conveys lively consistent




    Address purpose

    effectively, manages

    assignment skillfully,

    shows good

    understanding of issues ,

    establishes credibility,

    uses appropriate format

    and style

    Clear central idea is

    steady and supported by

    paragraph progression,

    unity and coherence are

    evident, paragraph

    structures and

    transitions are

    competent, opens and

    closes effectively

    Supports all key ideas

    with examples and

    details, finds suitable

    levels of generality and

    of subjectivity, makes

    logical connections and

    clear distinctions

    Word forms are correct,

    sentence structure is

    effective, applies

    conventions of standard

    English, presence of a

    few errors is not





    Establishes and adheres

    to purpose, fulfils

    assignment, shows basic

    understanding of key

    issues, style steady,

    format mostly correct

    Establishes central idea,

    paragraph structures

    adequate to convey

    continuity among ideas,

    opening and closing

    devices sufficient to

    frame essay

    Supports some ideas

    with examples and

    details, shows some

    ability to choose among

    levels of generality and

    subjectivity, clarifies

    some distinctions

    Word forms are mostly

    correct, sentence

    structure adequate for

    clarity, few areas of

    usage deviations, errors

    minimally distracting



    Purpose clear, mostly

    fulfils assignment, shows

    need for more study of

    issues, style varies,

    format or visual

    presentation ragged

    Central idea present but

    wavering, unsteady use

    of paragraph structures,

    problems with

    consistency or

    progression of ideas

    Supports some

    generalizations with

    details, instability in

    levels of subjectivity,

    distinctions and

    reasoning only implied

    or tangled

    Word forms and sentence

    structures are adequate to

    convey basic meaning,

    errors cause noticeable




    Purpose partly clear,

    incompletely address

    topic or directions, grasp

    of issues minimal,

    inappropriate style,

    careless visual


    Central idea is

    identifiable, some

    repetition or digression,

    weak paragraph

    structures, tangled

    progression of ideas

    Presents ideas in

    general terms, support

    for ideas unsuitably

    personal or distant,

    distinctions need

    clarification, reasoning


    Word forms and sentence

    structures are unreliable,

    meaning sometimes

    unclear, errors seriously




    Purpose unclear, failure

    to address topic or

    directions, weak grasp of

    issues, visual

    presentation poor

    No central idea, no clear

    logic or focus, many

    repetitions or

    digressions, lack of

    evident structure

    Most ideas are

    unsupported, confusion

    between personal and

    external evidence, lack

    of needed distinctions,

    reasoning flawed

    Word use is unclear,

    sentence structures

    inadequate for clarity,

    errors obscure meaning

  • ENG 043 Lamkins Spring 2012


    Name: _____________________________

    Nickname: _________________________


    Student ID#: ________________________

    Phone #: ___________________________

    Email: _____________________________

    Do you have a job outside of school? ____

    Is English your second language? ____ If so, what is your first language: ____________

    Other info I should know (special needs, learning difficulties, weak points in writing):



    Describe your experience(s) with writing? Good? Bad? What kind of writing have you done?

    What have you enjoyed, despised? Be honest!





    Who are you?