D iscourse and Composition

1. Discourse and Composition English 1101 at Shawnee State University A Curriculum Model Developed by Deb Davis

2. Purpose “An introduction to college composition. Students practice responding appropriately to different types of rhetorical situations, writing in various genres, and critiquing discourse. Students will learn to research and document their work in appropriate formats.” “To develop students who think and read critically, who write and speak clearly, and who understand the contributions humanities courses can make to their knowledge and quality of life.” “To make each student recognize the value of academic and professional writing skills, and the resultant positive consequences of learning those skills. “

3. Overview Title: Discourse and Composition Grade Level: Freshman College Placement restriction: minimum score of 19 on ACT-English/Reading or SAT 460 Duration: Spring/Fall 16 week semester: Summer 10 week semester Focus: Writing of Essays and Papers in an Academic Manner Elements: Format, Meeting Objectives, Style Requirements, Research, Writing Handouts: Primarily distributed through online methods (Blackboard) Assessments: Single paragraph submissions; Five-Paragraph Essay submissions; Re-written expanded essay submissions, Research paper submissions, online multiple choice/short answer quizzes, and participation/attendance. Texts: The Longman Concise Companion and Motives for Writing.

4. Lessons SWYK! -review -peer work -fun! WORD OF THE DAY -research -format -style -judgment Re-Writing -peer evals -editing -grammar Quizzes -directed reading -(p)review -scanning -evaluation Writing is a circular process! Writing Essays -perception -format -introspection -grammar -composition Research Papers -research -rewrite -peers

5. Future Learning A primary goal of the English 1101 program is to prepare students for the English 1105 class. That class, Composition and Argument, leads students into more intricate writing requirements, research requirements, and and understanding of various forms of persuasion and argument.

6. Word of the Day Serially selected students choose a word of appropriate collegiate use, which each student in the class will research and write a paragraph explaining. The paragraph is submitted in Modern Language Academy (MLA) format, and uses appropriate grammar, punctuation, etc. Skills required: word processing, MLA formatting, library research, grammar, punctuation, and explicatory use of the word in an appropriate sentence. There will be a cumulative quiz on the words near the end of term.

7. Writing Essays A series of five-paragraph essays will reflect growing skills in formatting documents and responding to written work. Through analysis of text-provided essays, increasingly complex writing assignments an submitted in MLA style as directed and in a timely manner. Skills required: word processing, MLA formatting, library research, grammar, punctuation, and rational exposition of responsive writing skills.

8. Re-Writing Essays After three five-paragraph essays are submitted, graded, and returned, students will select an essay to re-write and expand to a minimum one thousand words. They will research the topic and provide two additional references besides the original essay from the chapter. Doing so instills the construct that “writing is a circular process” and work can always be improved upon. These tasks require through analysis of text-provided essays, increasingly complex writing assignments an submitted in MLA style as directed and in a timely manner. Skills required: word processing, MLA formatting, library research, grammar, punctuation, and rational exposition of responsive writing skills.

9. Chapter Quizzes After each chapter in the texts is reviewed by lecture, the students are provided and online (blackboard) quiz about the material. The quiz is available prior to the lecture in that the purpose of the quiz is to provide directed reading skills at the college level to a largely freshman college student populace. Quiz materials are primarily multiple choice, but may also have matching and short answer questions. Skills required: word processing, blackboard use, college level reading skills, some research, grammar, and punctuation.

10. Show What You Know (SWYK!) Presented in a small group style game show format, SWYK! Allows students to work together to refresh knowledge of previously covered textbook material. Generally presented using many visual and tactile references, SWYK! allows yet another venue for students to demonstrate their knowledge. Skills required: college level reading skills, appropriate courtesy, occasional research.

11. Research Papers The crux of the program is the research paper. With a midterm of at least 1500 words, and a final paper of 3000, many students start off rather intimidated by this challenge. Through guidance and facilitation, they learn to explore electronic and non-electronic resources, verify credibility of resources, and cite them properly. Papers are evaluated in an ongoing process by peers, student tutors, and professionals. Skills required: college level reading skills, word processing, MLA formatting, library research, grammar, punctuation, and rational exposition of responsive writing skills, credible research.

12. Future Learning A primary goal of the English 1101 program is to prepare students for the English 1105 class. That class, Composition and Argument, leads students into more intricate writing requirements, research requirements, and and understanding of various forms of persuasion and argument.

13. Methods of Learning A variety of forms of learning are incorporated into this model. As an educator, I have learned that each individual is unique and has a unique world-view. As a modification of Spencer’s perspective, I tell my students not WHAT to write, but HOW to write. Using peer reviews, group lessons, and peer presentations, Vygotsky’s work in social constructivism is well represented. As Piaget believed, I concur that, “only education is capable of saving our societies from possible collapse, whether violent, or gradual.” To that end, I incorporate a variety of theories into my teaching that I may reach as many of the varied learners in my classroom as possible.

14. Questions? The most important part of learning!