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Journal Entry 11 Classification And Division Essays

VU-English 101

 

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)


Eligibility  

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.   


 


MacMillan Reader, 5 ed., 1999
Course Grammar Guide
The Elements of Style, 4th ed.
Easy Access: Reference Handbook for Writers, 2 ed.,1999
College-level English dictionary
8-1/2 X 11" binder with dividers for assignment portfolio
Two pocket folder for Final Revision Project

Required Texts and Materials II (alternating semesters) Spring Term 2007


Patterns for College Writing, A Rhetorical Reader and Guide, Ninth Edition, 2004
Textbook Support Site: http://www.bedfordstmartins.com/patterns
Course Grammar Guide
The Elements of Style, 4th ed.
Easy Access: Reference Handbook for Writers, 2nd ed.,1999
College-level English dictionary
8-1/2 X 11" binder with dividers for assignment portfolio


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.


Course Description

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.  


 Course Outcomes

By the end of this course, students will have demonstrated their ability to do the following:


analyze and evaluate text aimed at academic and general audiences
use precise terms to discuss their own and their peers' writing
tailor the content and style of both spoken and written discourse to a particular audience and purpose
interpret text according to historical or personal contexts
provide logical support for statements of opinion, both orally and in writing                  
write unified and coherent essays on chosen and assigned topics
eliminate errors in diction, grammar, spelling, and mechanics from submitted drafts of essays, using a handbook and dictionary, as needed
conduct research using a variety of library and online sources
document sources clearly according to MLA guidelines
participate responsibly and effectively in class activities and group assignments as a valued member of the class learning community

     


 Essays

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 [5]

2.     writing--first draft

3.     peer response to content of first draft [10]

4.     writing-revising--second draft

5.     peer response to grammar and style of second draft [10]

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)


 Journal

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.


 Midterm and Final

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.


Class Assignments

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.


 Portfolio

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.


Timed Freewriting  

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.


Conferences   

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.


 Final Revision Project

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.


 Grading

Midterm

& Final

Class assignments may be made up if your absence is excused.
Late assignments will be accepted only in exceptional circumstances (upon my approval of your typewritten letter of explanation) and may be subject to penalty.
Deliberate plagiarism will result in an F for the course and possible dismissal from Vincennes University.

 Good Citizenship in Our Classroom Learning Community

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).



 Homework Assignment for Second Class Period

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.




 Reflective Writing Journal

English 101


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.






 Weekly Reading List for English 101

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

Take Home Final: Due last class meeting 




 English 101 Vocabulary List

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.


A)

1.     abstract

2.     analyze

3.     anecdote

4.     argumentation

5.     cause/effect essay

6.     classification essay

7.     cliché

8.     coherence

9.     comparison/contrast essay

10.     conclusion

11.     concrete

12.     personification

13.     definition essay

14.     descriptive essay

15.     dialogue journal

16.     dominant impression

17.     draft

18.     editorial

19.     essay

20.     example essay

21.     figures of speech

22.     infer

23.     introduction

24.     issue

25.     metaphor

26.     MLA

27.     narrative essay

28.     objective

29.     paragraph

30.     persuasion

31.     poetry

32.     prewriting

33.     process essay

34.     proofread

35.     prose

36.     revision

37.     rhetoric

38.     simile

39.     standard English

40.     style

41.     subjective

42.     summary

43.     synthesize

44.     thesis

45.     tone

46.     topic sentence

47.     unity

48.     voice

49.     writing process


B)

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

16.     wordiness

17.     wrong pronoun error



 Evaluation Criteria

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.


Writing Assignments

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     

2     Exemplification/Definition

    Writing Assignment:           Abstract Word Definition                    

    Number of drafts:               Reflective Writing Journal #2     

3     Division-Classification

    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         

5     Cause-Effect

    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     

7     Comparison-Contrast

    Writing Assignment:           Comparison of Cultures          

    Number of drafts:               Reflective Writing Journal #7     

8   Reflective Writing Journal #8          


Timed Essays

1.     Diagnostic Essay


    Writing Assignment:     Childhood Memory   


2.     Midterm Essay


    Writing Assignment:                                          (topic TBA)     


3.     Final Essay


    Writing Assignment:        Argument for Grade   


Grammar Assignments

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




Handouts

Confusing Words and Phrases II

Choosing Pronouns

Eliminating Wordiness

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

Confused Words


CH. 11: COMPARISON AND CONTRAST

Using Parallelism


CH. 12: CLASSIFICATION AND DIVISION

Using Colons


CH. 13: DEFINITION

Avoiding Faulty Constructions


CH. 14: ARGUMENTATION

Using Coordinating and Subordinating Conjunctions


CH. 15: COMBINING THE PATTERNS

Agreement with Indefinite Pronouns






 University and Site Policies

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:

(95 +)

(84-87)

2.0 = C

(72-77)

(91-94)

(81-83)

1.0 = D

(57-71)

(88-90)

(78-80)

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.




 Student Questionnaire

Name                                                           Phone                                                   


E-mail address                                         Do you have a computer?                        


What days must you miss this semester because of duty/watch?


1. What are your goals?


      Academic


      Career


      Personal


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:

  1. Classification of social network users.
  2. The most popular YouTube videos: trailers, short funny videos, promotional materials, learning material, and the like.
  3. What type of users chooses certain search engines.
  4. Computer users versus tablet and smartphone users.
  5. The most popular pets in different countries: cats, dogs, snakes, hamsters, rats, spiders, etc.
  6. Accommodation options for students under a limited budget: rent a flat, dormitory, and staying with relatives.
  7. The main types of friends that we have.
  8. Types of roommates.
  9. The most popular songs and singers.
  10. Different movie endings.
  11. Extracurricular activities: common, unusual, and unexpected.
  12. Why women (men) refuse to get married.
  13. Parenting styles.
  14. Types of lectures.
  15. Students’ performance during a class workshop.
  16. Types of tourists: incentive, health, business, cultural, leisure, sport, and special interest.
  17. The best kinds of vacation.
  18. Kinds of first dates that individuals often have.
  19. What communication strategies people use trying to resolve conflicts in office.
  20. Christmas gifts: cards, small things, toys, and expensive presents.
  21. Halloween costumes.
  22. Types of diets: how individuals keep fit.
  23. Ways of losing weight.
  24. Strategies to quit smoking.
  25. Ways to spend holidays.
  26. Types of house décor.
  27. Habits and traditions.
  28. International conferences and forums.
  29. Popular ways to reduce stress.
  30. Motivation types.
  31. How to remember things effectively.
  32. Conflicting situations: how people usually behave.
  33. Sources of energy: traditional and alternative sources.
  34. Types of debates.
  35. What people prefer drinking: coffee, tea, milk, soda, etc.
  36. Environmental management strategies: mitigation and adaptation.
  37. Political parties.
  38. What influences people’s choices when they are shopping online.
  39. How people respond to jokes.
  40. Study resources on the Web: online study platforms, university and library resources, educational websites, educational blogs, online encyclopedias, etc.

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