In English 100, the student will be introduced to writing as a recursive process. He or she will develop and improve writing skills required for academic writing, concentrating on the thesis statement, the detailed outline, and the well-developed essay. Early in the semester, the student will concentrate on paragraph development; later, the essay. The student is expected to read critically, think logically, and write effectively, considering purpose and audience.
The textbooks for English 100 are Harris and Moseley, Strategies for College Writing: Sentences, Paragraphs, Essays, 2nd ed., Pearson, 2004; and Fowler and Aaron, The Little, Brown Handbook, 9th ed., Longman, 2004. Students must also have access to a recent college-level dictionary.
The student is expected to complete and to turn in all assignments when due. Late writing assignments will be accepted; however, the instructor will consider this in the final evaluation. The grade for the course may be lowered one letter grade for late assignments; therefore, the student should discuss extenuating circumstances with the instructor. In-class writing assignments may not be made up.
Although the student may use a pencil (number 2 only) on prewriting and rough drafts, all other pieces of writing submitted to an audience for feedback must be printed on a typewriter, word processor, or computer (12-point font, Courier New), double-spaced, numbered in the upper right corner, and secured with a paper clip. The student should refer to The Little, Brown Handbook (LBH), pp. 736-738, for manuscript format. A title page is not required.
The student should include a writer’s memo with each essay. In this memo, the student should discuss the theme of the essay and the strengths and weaknesses of the essay. The student should also identify any aspect of the writing that he or she wishes the instructor to respond to specifically.
The student will turn in all prewriting, rough drafts, and final drafts in a folder with a pocket. Both content and presentation are important.
Two grades are given on all paragraphs and essays: one grade is for organization and content; the other, grammar, punctuation, spelling, usage, mechanics, and so on. With this type of grading, the student can see the strengths and the weaknesses of the writing. In addition, an overall grade will be given to each paragraph and essay. These grades are recorded in the grade book so that the instructor can chart the progress of each student; however, the grade for the course is based on the final portfolio; attendance; and preparation for class, conferences, and workshops.
All work is expected to be the work of the student; however, he or she is encouraged to share ideas with others and to seek feedback on his or her writing. It is essential that readers write their comments on the writer’s draft or on a separate sheet of paper. Written comments not only help the writer to remember suggestions for revision, but also establish authorship of the text. All readers should sign the draft that they have read and responded to.
Giving or receiving help on quizzes and examinations will result in referral to the College Honor Court. Plagiarism, passing off someone else’s words and ideas as one's own, will result in grade penalty (quite possibly failure of the course) and referral to the Honor Court.
The student is expected to make appointments for conferences to discuss his or her specific writing problems and overall work. One conference is required.
The student is expected to be in class. Absence affects grades, both directly and indirectly. The student’s grade for the course may be lowered one letter grade for each absence after the third.
The student is expected to be on time. Late arrivers distract their instructor and their classmates. Students who are habitually late (more than twice) also jeopardize their final grade. The grade for the course may be lowered one letter grade for habitual tardiness.
On the day of the final examination, the student will hand in his or her portfolio. The portfolio, presented in a professional manner, will contain the following:
1. The reflective letter
2. Final revisions of paragraphs and essays (accompanied by drafts that the instructor has critiqued)
While the instructor does all that she can to present the student with the information and feedback that he or she needs, the student is responsible for his or her success or failure in this course.
The student’s final grade for the course is based on the final portfolio; attendance; and preparation for class, conferences, and workshops. The reflective letter is 10% of the grade; paragraphs, 20%; essays, 60%; and preparation for class, conferences, and workshops, 10%.
The student must earn a grade of C or higher in English 100 in order to enroll in English 101.
A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = 0 - 59
Final Examination
English 100C-01 (9:00 class)
Tuesday, Dec. 13, 2005
1:30 p.m.
English 100C-02 (10:00 class)
Thursday, Dec. 15, 2005 1:30
p.m.
English 100C-03 (12:30 class)
Wednesday, Dec. 14, 2005 1:30 p.m.
| Mission of Richard Bland College: Richard Bland College of The College of William and Mary in Virginia was founded in 1960. It is the junior college of the Commonwealth of Virginia. The College offers a traditional curriculum in the liberal arts and sciences leading to the associate degree, and other programs appropriate to a junior college. The curriculum is intended to allow students to acquire junior status after transferring to a four-year college, or to pursue expanded career opportunities. The College also recognizes its responsibility to serve the public by providing educational and cultural opportunites for the community at large. |
Copyright 1998 Esther Floyd