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: email@example.com
- 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
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
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
Writing process: ________________________________________________________________
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!
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
points fully, balances
general and specific
evidence (subjective or
Employs words with
fluency, develops concise
sentences, balances a
variety of sentence
conveys lively consistent
understanding of issues ,
uses appropriate format
Clear central idea is
steady and supported by
unity and coherence are
competent, opens and
Supports all key ideas
with examples and
details, finds suitable
levels of generality and
of subjectivity, makes
logical connections and
Word forms are correct,
sentence structure is
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,
adequate to convey
continuity among ideas,
opening and closing
devices sufficient to
Supports some ideas
with examples and
details, shows some
ability to choose among
levels of generality and
Word forms are mostly
structure adequate for
clarity, few areas of
usage deviations, errors
Purpose clear, mostly
fulfils assignment, shows
need for more study of
issues, style varies,
format or visual
Central idea present but
wavering, unsteady use
of paragraph structures,
progression of ideas
details, instability in
levels of subjectivity,
reasoning only implied
Word forms and sentence
structures are adequate to
convey basic meaning,
errors cause noticeable
Purpose partly clear,
topic or directions, grasp
of issues minimal,
Central idea is
repetition or digression,
progression of ideas
Presents ideas in
general terms, support
for ideas unsuitably
personal or distant,
Word forms and sentence
structures are unreliable,
unclear, errors seriously
Purpose unclear, failure
to address topic or
directions, weak grasp of
No central idea, no clear
logic or focus, many
digressions, lack of
Most ideas are
between personal and
external evidence, lack
of needed distinctions,
Word use is unclear,
inadequate for clarity,
errors obscure meaning
ENG 043 Lamkins Spring 2012
Student ID#: ________________________
Phone #: ___________________________
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?