Words are things; and a small drop of ink / Falling like dew upon a thought,
produces / That which makes thousands, perhaps millions, think.
-Lord Byron, poet (1788-1824)
To be eligible for English 101, you must have completed ENGL 009 (or Engl 011) and READ 009 with a grade of C or better or have achieved the appropriate placement test scores.
Required Texts and Materials II (alternating semesters) Spring Term 2007
Students are required to have all texts by the second class meeting. Text books are checked out from the Business Office at NBK Bremerton and are loaned free of charge to students. They must be returned directly to the Business Office or to the instructor (if the instructor agrees) at the last class meeting.
English 101 integrates the practice of critical thinking and reading into the writing process. In this class, you will analyze and produce effective written discourse with an emphasis on exposition. You will cooperate in small groups to complete selected assignments. Course activities may include group and class discussions, peer feedback, mini-conferences, library research, and assorted reading, writing, and grammar assignments.
By the end of this course, students will have demonstrated their ability to do the following:
During the quarter you will write at least three homework essays (3 to 5 typewritten pages each) in addition to a timed diagnostic essay (to be revised and developed into a substantial piece) and two exam essays. Final drafts should be typewritten or word processed-Times font, 12 point; double-spaced; 1" margins. Pre-writing and drafts will be collected with the final version. Graded essays will be returned to you before the following essay assignment is due (normally within one to two weeks). Each essay will be revised for the Final Portfolio Project.
You will receive points for participation in each stage of the writing process:
1. prewriting activity 
2. writing--first draft
3. peer response to content of first draft 
4. writing-revising--second draft
5. peer response to grammar and style of second draft 
6. writing-revising 1--draft to be graded
(Teacher will grade this draft and provide feedback.)
7. writing-revising 2 (submitted in final portfolio project)
You will keep a reflective writing journal in order to better understand your own writing process, your writing strengths and weaknesses. You may also record ideas for future development in your writing journal. See the attached journal handout for more information about this assignment.
You will have a 30 item multiple choice/short answer + essay midterm and a 25 item + essay take-home final that will cover the vocabulary, lecture (primarily grammar/sentence structure), and reading material.
In-class Journal- Five times during the semester you will write a journal essay on an assigned topic.
Reading -You will read several selections relevant to either the theme or rhetorical mode of the current essay assignment. We will also discuss handouts that I provide in class.
You are required to maintain a portfolio of ALL English 101 work in a binder. Please organize your work according to type of assignment and include a table of contents. They will receive a grade during the final week of class.
Some class sessions will begin with a short timed freewriting assignment. I will collect them immediately and assign credit. Latecomers will not receive credit. These cannot be made up.
I will be available via e-mail to provide individual help, as needed, and will hold one or two mandatory mini-conferences in class. If you would like extra help with any of the assignments or would just like to talk, please feel free to e-mail me, meet with me in the Virtual Office (click on the BoldChat icon at the top of the page, at a prearranged time) or request an in-class mini-conference on one of our workshop days.
At the end of the semester, you will submit a folder containing your graded essays (original drafts and prewriting attached) plus a final revision of each. You will receive a separate handout with details about this assignment.
Successful writing classes require a safe, supportive atmosphere in which students can share ideas and learn from one another. Making meaning and refining expression are cooperative activities that demand sensitivity to and appreciation of individual differences. Let's make this a productive and enjoyable quarter for all by offering constructive praise and respectful criticism when appropriate and by recognizing the right of others to express opinions that differ from our own.
Please turn off cell phones and pagers while in class, or use the vibrate option.
In addition to the stories listed below, you should always read the introductory section of each unit, which discusses the featured rhetorical mode (pattern of organization).
1) Send me an e-mail message if you haven't already, so I can build the class list.
2) Look over your textbooks. Skim the table of contents, index, and glossary. It's important that you become familiar with your resources, so you can make the most of them.
3) Sign up for the class listserv, HigherLearning.
The Reflective Writing Journal will help you better understand your own writing process, as well as help you identify your writing strengths and weaknesses. It is also an opportunity to cultivate an awareness of potential writing topics, sharpen your observational skills, and develop your sensitivity to language.
Here are some suggestions:
For every essay assignment you write in this class, you should reflect on each stage of the process. Which stage was hardest/easiest for you? Why do you think certain stages came more easily to you than others? What is your own writing process? Do you feel that you write better when you compose on a computer or when you write out your assignment longhand? How do you get past feeling stuck? Do you enjoy certain types of writing assignments, but dread others? What types do you like/dislike? Why? Are there places or people that stimulate your creativity? What or who are they, and why do you think they have this effect on you? What do you notice about the way people use language, in both oral and written contexts? Do you speak differently from the way you write? How do you perceive your language skills? Are you proud of the way you use language? Are you self-conscious? Include some examples of language, from what you've heard or read, that have impressed you as eloquent or particularly powerful and persuasive.
You should carry a spiral notebook with you to record impressions, jot down observations, and note ideas that come to you unexpectedly, but I'd like you to sit down and type up your journal entry before submitting it.
To receive full credit for this weekly assignment (due each Tuesday), you must meet the following requirements:
Use a 12 point, plain font.
Double space the entry.
Write the word count at the bottom of each entry.
Write a minimum of 300 words.
Use 1 to 1.25 margins on all sides.
Spring Term 2007, Vincennes University
In addition to the stories listed below, you should always read the introductory section of each unit, which discusses the featured rhetorical mode (pattern of organization) and grammar points. We will discuss the Grammar in Context topics in class, so be sure to read those, too.
On the list below, write your own paper's title on the line next to the assignment title.
1 Week 1: Read before January 17: Foundation Material: Pages 1-67 (Write 10 questions over the material.)
Writing Assignment: Revision #1 of Childhood Memory (rough draft written in class as the diagnostic essay)
2 Narration/Description--Week 2, Week of January 17 (Note: January 15 is a Monday holiday.) We'll discuss the following stories in class on Wednesday:
p. 84 Only Daughter
p. 169 The Way to Rainy Mountain
p. 164 Living Like Weasels
Writing Assignment: Revision #2 of Childhood Memory
3 Exemplification/ Definition -Week 3, Week of January 22
p. 201 Midnight
p. 498 The Untouchable
p. 505 I Want a Wife
p. 521 The Wife-Beater
Writing Assignment: Choose one of the following abstract terms to define in a fully developed 3-5 page essay: hope, courage, fear, loyalty, compassion, freedom, responsibility, prejudice, respect. Make the word concrete by providing examples that clearly illustrate what it means. In other words, don't just tell what it means-show it. Rough draft due January 24.
4 Division-Classification-Week 4, Week of January 29
p. 438 What I Learned (and Didn't Learn) in College
p. 462 Mother Tongue
Writing Assignment: Midterm Essay Topic TBA (written in class on January 31)
5 Midterm Exam & Portfolio Check- Week 5, Week of February 5
Process Analysis-Week 5, Week of February 5
p. 280 On Fire
p. 251 Pumping Iron
p. 265 Creating a Female Sleuth
Writing Assignment: Your Topic:
6 Cause-Effect-Week 6, Week of February 12
p. 314 The Irish Famine, 1845-1849
p. 335 Why Boys Don't Play with Dolls
p. 345 A Peaceful Woman Explains Why She Carries a Gun
Writing Assignment: In-class Group Essay (Topic TBA)
7 Comparison-Contrast (research paper)-Weeks 7, 8, & 9, Weeks of February 19 and 26, and March 5
p. 386 Grant and Lee: A Study in Contrasts
p. 397 Two Ways to Belong in America
Writing Assignment: Comparison of Cultures (directions provided in class)
Last Class Meeting: Portfolio Review & course assessment
Please define the following terms (include an example when possible) and file the definitions in your portfolio. This assignment will receive a grade at the end of the semester. Tip: You will have to search for definitions of the terms in list A in both your readerand your handbook, but definitions for most of the grammar vocabulary (list B) can be found in the Easy Access handbook and Course Grammar Guide.
5. cause/effect essay
6. classification essay
9. comparison/contrast essay
13. definition essay
14. descriptive essay
15. dialogue journal
16. dominant impression
20. example essay
21. figures of speech
27. narrative essay
33. process essay
39. standard English
46. topic sentence
49. writing process
1. comma spice error
2. complex sentence
3. compound sentence
4. compound/complex sentence
5. dangling modifier
6. faulty reference of pronoun
7. lack of parallel construction
8. lack of subject-verb agreement
9. parts of speech (word classes)
10. run-on sentence error
11. sentence fragment error
12. shift in person error
13. shift in time error
14. simple sentence
15. word choice error
17. wrong pronoun error
The following questions assist me in evaluating your paper and should help you look critically at your own work before submitting it. Keep in mind that this is a guide, not a list of implied commandments, so certain types of essays will, out of necessity, deviate from the formulaic model. I will point these out in class.
1. Does the paper have a clearly stated main point?
2. Does the writer support the thesis with clear explanations, examples, and/or factual evidence?
3. Does each paragraph have a topic sentence that is adequately supported or illustrated with examples and details?
4. Does the essay have a clear beginning, middle, and end? Are the paragraphs arranged logically? Would the essay be stronger if some ideas were cut from paragraphs or moved?
5. How well does the writer stick to the main point? Does the writer ever drift away from the topic?
6. How accurately do the words used convey the writer's intended meaning?
7. Do ideas flow smoothly from one to the next within and between paragraphs?
8. Are the sentences constructed clearly and correctly?
9. Do errors in grammar, spelling, and mechanics distract or confuse the reader?
10. Is the tone appropriate for an academic essay and consistent throughout the paper?
11. Are sources, if used, cited according to the MLA style of documentation?
(to be updated during the semester, as needed)
Please include these assignments in your Portfolio. Everything that goes into your Portfolio should be typed, except for in-class writing, preliminary drafts, and grammar assignments. This sheet will be collected at the final. A grade may not be assigned until it is turned in.
Homework Essays & Reflective Writing Journal Entries: Write in the title of your paper and the number of drafts you submitted, including the final draft.
1 Narration/Description (diagnostic essay revision)
Writing Assignment: Childhood Memory
Number of drafts: Reflective Writing Journal #1
Writing Assignment: Abstract Word Definition
Number of drafts: Reflective Writing Journal #2
Writing Assignment: (midterm essay-topic TBA)
Number of drafts: Reflective Writing Journal #3
4 Process Analysis
Writing Assignment: (your topic)
Number of drafts: Reflective Writing Journal #4
Writing Assignment: (topic TBA)
Number of drafts: Reflective Writing Journal #5
6 10-minute event
Writing Assignment: (in-class writing)
Number of drafts: Reflective Writing Journal #6
Writing Assignment: Comparison of Cultures
Number of drafts: Reflective Writing Journal #7
8 Reflective Writing Journal #8
1. Diagnostic Essay
Writing Assignment: Childhood Memory
2. Midterm Essay
Writing Assignment: (topic TBA)
3. Final Essay
Writing Assignment: Argument for Grade
Course Grammar Guide
Pages 25-27 Principal Parts of Verbs Worksheet
Page 28 Error Identification Practice
Page 29 Fixing Errors in Verb Form, Parallel Construction, and Comparison
Pages 30-31 Practice Grammar Quiz
Confusing Words and Phrases II
Review of Sentence Structure
CH. 5: EDITING AND PROOFREADING
Editing for Grammar
Editing for Punctuation
Editing for Sentence Style and Word Choice
Proofreading Your Work
CH. 6: NARRATION
Avoiding Run-on Sentences
CH. 7: DESCRIPTION
Avoiding Misplaced and Dangling Modifiers
CH. 8: CAUSE AND EFFECT
Using Commas in a Series
CH. 9: PROCESS
Avoiding Unnecessary Shifts
CH. 10: CAUSE AND EFFECT
Avoiding Faulty Constructions
CH. 11: COMPARISON AND CONTRAST
CH. 12: CLASSIFICATION AND DIVISION
CH. 13: DEFINITION
Avoiding Faulty Constructions
CH. 14: ARGUMENTATION
Using Coordinating and Subordinating Conjunctions
CH. 15: COMBINING THE PATTERNS
Agreement with Indefinite Pronouns
Class Closures: If you wish to verify any possible class closures, please telephone the instructor, not the business offices.
Incomplete Grade:A grade of Incomplete will only be recorded in cases of emergency (with written documentation) when the student has completed all but some small item of the course. The instructor must be notified immediately, and the course must be completed within three weeks after the end of the semester. An official Incomplete Contract must be filled out by the Instructor and signed by the instructor, site director, and the student and submitted with the instructor's Final Grade Sheet. No I grades can be used without this documentation.
Grade Scale & Grade Allotment:
2.0 = C
1.0 = D
0.0 = F
Text Loan and Fines: When you use the Loan System, you will sign out your books from the Central Office. There will be one week after the semester ends to turn in your textbooks. The only place texts can be returned is to the Business Office at PSNS. Your instructor cannot accept textbooks. Thereafter, the student's account will be charged for the full replacement price of the text.
Student Conduct/Cheating/Plagiarism: All instances of deliberate cheating, including plagiarism, result in immediate failure of the course and referral to the site director for disciplinary action.
If a student discontinues attendance but does not complete an official Drop Form by the drop date, all tuition and fees become the responsibility of that student. Instructors cannot drop students from classes. Use the current VU Dateline for important dates related to your schedule.
TA Vouchers: Tuition Vouchers must be submitted no later than the ADD Date. Students will not be able to check out textbooks unless Tuition Vouchers are submitted. If vouchers have not been submitted by the ADD Date, payment for full tuition will immediately become the responsibility of the student. If payment is not received by the DROP Date, the student will no longer be able to attend class.
Refunds: Assuming a zero beginning balance, all student payments made for tuition during the registration period for a particular semester, will be refunded 100% through the posted Drop Date for that semester. No refunds will be made after the Drop Date unless a student has completed an official Drop Form.
E-mail address Do you have a computer?
What days must you miss this semester because of duty/watch?
1. What are your goals?
2. What languages do you speak?
3. What is your first language?
4. What do you like to read?
5. What are your expectations for this course?
6. What are you going to do to ensure your success in this course?
7. What word best describes how you feel about this class right now?
8. Tell me anything else that you would like me to know.
9. What would you like to know about me?
The Top 40 Outstanding Classification and Division Essay Topics
Classification and division essays usually divide objects or events into several groups according to a certain principle. You can divide almost everything that you want. However, for an academic paper, you should keep in mind that your classification should make sense and your its principle should be applicable to all objects of study. It is important to pick a good topic, consider similarities and differences between chosen objects, and determine a classification principle for them. The top 40 outstanding classification and division essay topics provided below are selected in order to help you come up with your own:
- Classification of social network users.
- The most popular YouTube videos: trailers, short funny videos, promotional materials, learning material, and the like.
- What type of users chooses certain search engines.
- Computer users versus tablet and smartphone users.
- The most popular pets in different countries: cats, dogs, snakes, hamsters, rats, spiders, etc.
- Accommodation options for students under a limited budget: rent a flat, dormitory, and staying with relatives.
- The main types of friends that we have.
- Types of roommates.
- The most popular songs and singers.
- Different movie endings.
- Extracurricular activities: common, unusual, and unexpected.
- Why women (men) refuse to get married.
- Parenting styles.
- Types of lectures.
- Students’ performance during a class workshop.
- Types of tourists: incentive, health, business, cultural, leisure, sport, and special interest.
- The best kinds of vacation.
- Kinds of first dates that individuals often have.
- What communication strategies people use trying to resolve conflicts in office.
- Christmas gifts: cards, small things, toys, and expensive presents.
- Halloween costumes.
- Types of diets: how individuals keep fit.
- Ways of losing weight.
- Strategies to quit smoking.
- Ways to spend holidays.
- Types of house décor.
- Habits and traditions.
- International conferences and forums.
- Popular ways to reduce stress.
- Motivation types.
- How to remember things effectively.
- Conflicting situations: how people usually behave.
- Sources of energy: traditional and alternative sources.
- Types of debates.
- What people prefer drinking: coffee, tea, milk, soda, etc.
- Environmental management strategies: mitigation and adaptation.
- Political parties.
- What influences people’s choices when they are shopping online.
- How people respond to jokes.
- Study resources on the Web: online study platforms, university and library resources, educational websites, educational blogs, online encyclopedias, etc.