ENGLISH 191: Writing Workshop II
Instructor: Joanne Zimbler Email:email@example.com
Office Hours: M,W,F 9:00-10:00 am (and by appointment) LB 217
Required Text: Foundations First - Kirszner, Mandell 4th Edition
Recommended text: college level dictionary
English 191 is designed for students who need to practice writing thoughtful and well organized short compositions in standard English. Conducted as a writing workshop, the class involves reading and discussion of lively articles, stories, and possibly longer works. The course will help you increase your familiarity with the style and organizational format of written English and improves your ability to compose, edit, and revise sentences, paragraphs, and short compositions. Writing is one of the most essential skills you will need to be successful in your professional and personal life. The assignments and readings we will cover this semester will strengthen your abilities and confidence as both a reader and a writer. I am here to help you succeed in this course. You are highly encouraged to meet with me throughout the semester, especially if you are having difficulty with the material.
Course Exit Standards
Upon successful completion of the required coursework, the student will be able to: 1. Analyze short essays (approximately 2-6 paragraphs in length) to identify thesis, topic, developmental and concluding sentences, as well as transitional expressions used to increase coherence; 2. Evaluate compositions for unity, sufficiency of development, evidence, coherence, and variety of sentence structure;;
- Organize and write an essay which: a) addresses the topic and is directed by a thesis statement b) has an introduction, body, and conclusion and demonstrates a basic understanding of essay organization c) shows some awareness of critical thinking and linkage of evidence with assertion;; d) develops ideas, moving from general to specific e) is easy to read and follow, though some errors in grammar, mechanics, spelling, or diction may exist f) uses a variety of sentence types
Student Learning Outcomes
Upon successful completion of the course the student will be able to: 1. analyze a short essay or passage such as the final exam prompt demonstrating knowledge of thesis, topic, developmental and concluding sentences, and transitional expressions 2. write a multi-paragraph length essay which addresses the topic, applies knowledge of essay organization conventions, and demonstrates a growing awareness of critical thinking through its development of ideas. Essay is also easy to read and follow 3. assess a composition for unity, development, evidence, and coherence
If you wish to be successful in English 191 (and beyond!), you must maintain regular attendance. It is very important that you do not miss class, or you will quickly become lost. If you are absent, you are still responsible for the material we covered. Please befriend a student whom you can contact for this information. Please do not email me to ask what you missed! If you do, I will refer you to the syllabus.
-You are allowed no more than three absences. Three tardies/early departures will equal one absence. If you are absent more than three times, I may exclude you from the class. -‐If you decide to drop this class, it is your responsibility to perform the necessary action via the Internet or Admissions. -‐This course will be based upon students' needs; therefore our schedule is tentative.
If you are absent, you need to hand in the assignment the day you return. Essays will lose two points for class session they are late.
I do not accept work over the Internet, but I'm more than happy to answer questions about the material or meet with you individually to discuss your progress. Cell phones and electronic devices must be turned off at all times. No beeping, buzzing or texting! It is extremely distracting and disrespectful to your fellow students. Please recycle and throw away your own litter. Lastly, be respectful of your fellow students and teacher.
Please bring the required text, a notebook, and pen to each class. We will practice grammar together as a group; you must have the book with you to do this.
Flash drive for transporting the documents we work on in class.
English 191 is a four-‐unit course; the final grades are PASS/NO PASS. A missing assignment or a plagiarized one will receive an automatic 0. Please monitor your own progress, but feel free to meet with me at any point if you have questions about your grades or where you stand in this course. All take-‐home essays must be typed.
Your grade depends on:
6 Grammar quizzes ( 35 points each) 220 points
3 essay outlines (10 points each) 30 points
7 essays(out of class and in class) 294 points
Participation/ Attendance: 50 points
Final exam: 100 points
Pass = 485 points and above
No Pass= 484 points or below
*Students with a verified disability who may need any reasonable accommodation for this class are encouraged to notify me and contact the Center for Students with Disabilities at 818.240.1000, extension 5905 . All information will remain confidential.
*The schedule is subject to change (I will notify you ahead of time of any changes).
Wed 2/20 Introductions/ Review syllabus / Exchange emails with a classmate HW: Bring textbook to class on Friday
Fr 2/22: Writing & grammar diagnostic (no grade given)
M 2/25 Review diagnostics/ pg.27-49
W 2/27 Introduce the paragraph p. 51-72
Fr 3/1 Continue the paragraph p. 74-98
M 3/4 Grammar: the simple sentence p.217-222
W 3/6 Continue the paragraph / Finish the simple sentence p. 223-229/ Begin out of class - narration writing assignment #1
Fr 3/8 In class writing
M 3/11 Finish the paragraph/ Simple sentence quiz #1/ peer review of writing assignment #1
W 3/13 Introduce verbs p/ 365-379
Fr 3/15 In class writing / narration assignment #1 due
M 3/18 Continue verbs p. 380-396 / Begin out of class description writing assignment #2
W 3/20 Nouns and pronouns p.397-430 work on writing assignment #2
Fr 3/22 In class writing
M 3/25 Begin fragments p. 306-316
W 3/27 Continue fragments p. 317-324/ Nouns andVerbs quiz #2
Fr 3/29 In class writing - In class writing assignment #1 due
M 4/1 peer review of writing assignment #2
W 4/3 Finish fragments p. 325-327/ Spelling p. 530-540
Fr 4/5 In class writing/ description assignment #2 due
M 4/8 Begin classification essay - out of class writing assignment #3
W 4/10 work on classification essay and fragments
Fr 4/12 Fragments quiz; in class writing
SPRING BREAK - NO CLASS
M 4/22 Introduce compound sentence p.230-238
W 4/24 Continue compound sentence p. 239-247/
Fr 4/26 In class writing
M 4/29 Finish compound sentence/ Introduce adjectives and adverbs p. 431-435
W 5/1 peer review of classification essay due - writing assignment #3 Begin writing assignment #4; adjectives and adverbs p. 436-445
Fr 5/3 classification essay due; in class writing
M 5/6 / Finish adjectives and adverbs p.436-445/
W 5/8 Begin argument essay- writing assignment #4
Fr 5/10 In class writing - In class writing compare/contrast essay due; compound sentneces and adjectives/adverbs quiz
M 5/13 Introduce run-ons p. 289-295
W 5/15 Continue run-ons p.296-395
Fr 5/17 In class writing - exemplification essay
M 5/20 Introduce complex sentence p. 248-253/ Prep for final exam
W 5/22 Run-ons quiz #5/ Finish complex sentence p. 254-260/ Prep for final exam
Fr 5/24 In class writing / in class writing - exempification essay due
M 5/27 Memorial Day - no class
W 5/29 complex sentence quiz #6/ Introduce fine tuning sentences p. 261-265 / Prep for final exam / peer editing for argument essay - writing assignment #4 Continue fine tuning sentences p.266-277
F 5/31 prep for final exam
M 6/3 grammar final arguement essay #4 due
WRITING A CLASSIFICATION PAPER
Classification is sorting things into groups or categories on a single basis of division. A classification paper says something meaningful about how a whole relates to parts, or parts relate to a whole. Like skimming, scanning, paraphrasing, and summarizing, classification requires the ability to group related words, ideas, and characteristics.
Prewriting and purpose
It is a rare writer, student or otherwise, who can sit down and draft a classification essay without prewriting. A classification paper requires that you create categories, so prewriting for a classification paper involves grouping things in different ways in order to discover what categories make the most sense for the purpose you intend.
An important part of creating useful categories is seeing the different ways that things can be grouped. For example, a list of United States presidents may be grouped in any number of ways, depending on your purpose. They might be classified by political party, age on taking office, or previous occupations, but you could just as well, depending on your purpose, classify them by the pets they keep or how they keep physically fit. If your purpose was to analyze presidential administrations, you would group information focusing on the presidents' more public actions–say, cabinet appointments and judicial nominations. On the other hand, if you intended to write about the private lives of presidents, you might select information about personal relationships or hobbies.
Make sure the categories you create have a single basis of classification and that the group fits the categories you propose. You may not, for example, write about twentieth century presidents on the basis of the kinds of pets they kept if some of those presidents did not keep pets. The group does not fit the category. If you intend to talk about all the presidents, you must reinvent the categories so that all the presidents fit into it. In the example below, the group is "all U.S. presidents" and the two categories are "those who kept pets and those who did not":
Some U.S. presidents have indulged their love of pets, keeping menageries of animals around the White House, and others have preferred the White House pet-free.
Alternatively, in the following example, the group is "twentieth century U.S. presidential pet-keepers" and the three categories are "dog lovers, cat lovers, and exotic fish enthusiasts."
Among the twentieth century presidents who kept pets, presidential pet-keepers can be classified as dog-lovers, cat-lovers, or exotic fish enthusiasts (for who can really love a fish?).
Developing a thesis
Once you have decided on your group, purpose, and categories, develop a thesis statement that does the following three things:
- names what group of people or things you intend to classify
- describes the basis of the classification
- labels the categories you have developed
Here is a thesis statement for a classification paper written for a Health and Human Fitness class that includes all three of the above elements, underlined:
Our last five U.S. presidents have practiced physical fitness regimens that varied from the very formal to the informal. They have been either regular private gym-goers, disciplined public joggers, or casual active sports enthusiasts.
Order is the way you arrange ideas to show how they relate to one another. For example, it is common to arrange facts and discussion points from most- to least-important or from least- to most-important, or from oldest to most recent or longest to shortest. The example thesis statement above is ordered from most- to least-formal physical fitness activities. There is no one right way; use an ordering system that seems best to suit your purpose and the type of information you are working with.
For example, suppose you are writing about the last five U.S. presidents for a psychology class. If you wish to show that these presidents' public decisions spring directly from negative issues in their personal relationships, you might order your information from most private to more public actions to clearly establish this connection. Or, if you wish to give the reader the impression that he is moving into increasingly intimate knowledge of personal presidential foibles, you may choose the reverse, ordering your information from public to private.
Signal phrases, or transitions, typically used for classification papers include the following:
- this type of...
- several kinds of...
- in this category...
- can be divided into...
- classified according to...
- is categorized by...
These phrases signal to the reader your intention to divide and sort things. They also contribute to the unity of the paper.
Classification requires that you invent (or discover) abstract categories, impose them on a concrete whole, and derive something new-a tall order that you can, nevertheless, manage if you resist the temptation to skip the brainstorming steps. Remember that clinical dissection is never an aim in itself; the point of classification is to reveal and communicate something meaningful.