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Quinsigamond Community College   Instructor: Sheila Booth    sbooth@qcc.mass.edu    Office 270A - Phone 854-7456 - Mailbox 254    Michael Patrick MacDonald has rescheduled for Friday December 4 at noon.  Michael Patrick MacDonald -  see links to Michael's blog, bio, music playlist Naomi Shahib Nye - poems ENG 101 Catalog Description Course text Goals/Requirements/ Policies Evaluation / Grading     "I am fascinated by language in daily life. I spend a great deal of time thinking about the power of language--the way it can evoke an emotion, a visual image, a complex idea, or a simple truth."  - Amy Tan

ENG 101 English Composition and Literature I           3 credits
This course focuses on learning how to develop essential writing skills including organization, correctness, and support of ideas. A research project is required to produce a documented essay that integrates materials from Internet and traditional sources according to standard disciplinary format. Students develop and sharpen the interpretive and analytical skills necessary to evaluate the soundness and appropriateness of sources for their work.
Prerequisite: ENG 100 or appropriate placement score     F/S/SU

Texts

• Buscemi, Santi and Charlotte Smith. 75 Readings: an Anthology. 11th Edition. McGraw Hill, 2009.  ISBN:  978-0-07-338385-9

• MacDonald, Michael Patrick. All Souls: A Family Story from Southie. Beacon Press, 2007.
  ISBN: 978-0807072134

   

Library Databases (for research essay)

• QCC Library
  Off-campus users: select Online Databases, choose the database and login with QCC barcode number for

  • EBSCOhost Web - Begin with Academic Search Premier database

  • ProQuest covers Worcester Telegram and Boston Globe

  • New York Times

  • Infotrac databases

• MBLC access to magazines and newspapers requires central Mass. library card (or QCC barcode number) 
  After logging in, select Expanded Academic or other appropriate database for journal and/or newspaper articles and reference sources.

Course goals

• To write college-level essays which include a valid thesis, clear organization, logical development, effective support, awareness of audience, and correct sentence structure
• To see writing as a process and apply revising, editing, and self-evaluating skills to essay assignments
• To recognize themes in literature and make interpretive judgments through careful reading
• To learn methods for accessing and evaluating sources for the research paper and to effectively integrate sources in essays.

Course requirements

A. Writing assignments

• Three essays and drafts
• Annotated bibliography
• Research paper (includes introduction and incorporating evaluations of several sources)
• Self-assessment
• Reports and evaluations for class group activities

B. Peer review, group activities and discussion, oral readings, student-teacher conferences (as needed)

C. Class policies

• Attendance is essential to fulfill required class writing and reports. Class participation and activities are 20% of grade and missed class meetings cannot be made up. You cannot pass if you do not attend and participate in at least 75% of the class meetings.
• Essay format: Use Calibri, 12-point font, set line spacing at 1.5, and set one-inch margins. · Heading includes: student's name; course title, section, and professor's name; assignment, date. A descriptive title should be centered at the top of the text. Use MLA documentation style (explained in class) to cite any sources used in essays.
• Save the files for all assignments and proofread the printed copy before submitting.
• Deadlines: You must submit all work on time for evaluation and credit. Late submissions will lose credit for each day beyond the due date. Find essay deadlines in this outline.
• See the student handbook for the student discipline policy.
• See statement on academic honesty and plagiarism. 

Class procedures

• Brief lecture followed by writing and editing activities and group tasks
• Discussion of text selections
• Library and Internet research

Methods of Evaluation

Value of assignments

• Essays 1, 2, 3 = 50%
• Annotated bibliography and research report = 30%
• In-class discussion and writing, class activities, self-assessment = 20%

In successfully completing the course students

• write satisfactory college-level essays with valid thesis, organized supporting evidence, coherence, and source documentation when appropriate
• understand writing as a process and apply revising and editing skills to their work
• reflect clear purpose and recognition of audience in their work
• access and evaluate reliable sources to support written assignments
   

Criteria for assessment (also see Essay Assessment)

• clear controlling idea or thesis
• sufficient evidence (supporting details)
• effective organization and transitions as needed
• proper grammar and style (sentence structure and variety); correct spelling and word usage
• correct documentation of sources (according to MLA)
• thoroughness in analyzing and following directions of assignment
   

Note to students with special needs: Please let me know the first week of class if you have any concerns about this course. If you need course adaptations or accommodations because of a disability, see me or a learning specialist at the Disability Services, 854-4245, Room 246A.  All information is strictly confidential.

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