Welcome to Composition Class

10 points Your paper should be turned in on time, whether you are absent or not. Keep in mind that accidents and printer breakdowns occur; don’t wait until the last minute! This is critical on the days you’re expected to present. If you’re not in class, you should email your paper to me or have someone deliver it before class begins! Otherwise, excused or not, I plan to deduct some points for not having the work in on time.

3 points In top left corner of your typed work, please put the following information: your name, class title, teacher’s name, date, and number of words. (See sample at the top of this sheet.)

5 points Your paper must be on the appropriate topic of the day.

I recognize that these papers won’t be in the “final” form, but I encourage you to make them as good as possible, especially if you’re presenting that day.

Welcome to Composition class! The purpose of this class is to teach you stronger writing skills and to prepare you for writing on a higher level, particularly in college. Even if you don’t plan to attend post- secondary classes, writing skills are a valuable asset and are worth strengthening.

In the semester, we’ll focus on writing papers and studying rules of grammar, style and mechanics. I have adjusted the class somewhat, with the help of students from the first semester, but I am still working through what I want this class to become.

You’re required to keep a writing notebook for this class. It is my hope to begin every class with a short writing activity in which you free write / journal. The completion of these journal entries will result in one of the grades for the class.

Other than journaling, you’ll be required to write on several specific topics from time to time.

You’ll also write eight formal papers that will be presented for peer editing purposes. Writing each of these papers will be mandatory, and there will be a grading system for submission of these works.

Finally, I know that we’ll be working through the grammar section of the textbook and through my own grammar assignments.

You must bring your text (which should be covered), journal / notebook, and writing utensil to every class!

As far as I can see, then, you’ll be graded on the following:

Journal (graded on being filled out every day)

Grammar (graded mainly on being completed and showing improvement)

Writing submissions (graded on having completed each submission appropriately)

Peer editing participation (graded on participating in voice AND in having appropriate number of copies on the days they’re due)

Formal papers, resubmitted after peer editing (graded most stringently according to RUBRICs that will be provided)

This, of course, may change throughout the year. If, for example, you’re not trying to learn from the grammar exercises, I may have to take them up for a more discriminating grading process.

I hope that we all enjoy the class.

Comma Rules

1. Use a comma between two independent clauses if they are connected by and, but, for, or, nor, yet, so.

We lost our oars, and that was the end of our boating.

We may leave Friday, or we may wait until Monday.

I wanted to go but could not get my car started.

2. Use a comma between items in a series.

Hurrah for the red, white, and blue!

She put down the phone, picked up her purse, and left.

3. Use a comma after every item in an address or date (if there is more than 1 item).

She lived at 251 Fifth Street, Canon City, Colorado, last year.

He was born on May 17, 1959, in Queen City, Missouri.

4. Use commas around the name of a person spoken to.

Chris, how about a game of tennis?

But I tell you, Mother, I must have the car.

5. Use commas around expressions that interrupt the flow of the sentence (such as however, moreover, finally, of course, I think, by the way, on the other hand, therefore, I am sure).

There is the possibility, on the other hand, that he may be right.

The boy in question, I think, is guilty.

I think the boy is guilty. (doesn’t interrupt flow)

He thought, however, that I should wait.

He asked, moreover, that we work overtime.

I hope, of course, that they will come.

However hard she tried, she could not please him. (doesn’t interrupt flow)

Of course I hope they will come. (doesn’t interrupt flow)

6. Use a comma after an introductory expression that doesn’t flow into the sentence.

Yes, I’ll go.

Well, that was the end of that.

Running down the hill, she slipped and fell.

When everyone had left, the auditorium was locked for the night.

7. Use commas around nonessential material.

Gladys Nolan, who is heading the United Fund drive, broke her ankle.

The woman who is heading the United Fund drive broke her ankle. (essential)

The Grapes of Wrath, a novel by John Steinbeck, was a best seller.

John Steinbeck’s novel The Grapes of Wrath was a best seller. (essential)

Composition

Spring 2010

Instructor: Christina Rhodes

Office: Trinity High School, Room 103

Phone: 270-233-5533

E-mail: thsteacher@hotmail.com

Grades:

Journals: These are submitted every few weeks and are worth 100 points for various assignments (drafts properly submitted, grammar, peer editing, in class work, participation, etc.).

Papers: Each rewrite is worth 100 points, including the final exam, which is worth 20% of the final grade for the semester.

Final grades are non-negotiable and are based on the student’s earned points.

Papers will be graded on three criteria: content, format, and mechanics.

I expect students to turn in work that is their own. Plagiarism and cheating on quizzes are academic offenses that will result in an “F” for the course. We will cover what constitutes plagiarism in class. Student work may be checked using plagiarism detection software.

Students must complete all assigned work in order to pass the course. Work should be submitted on the day it is due, in class. A student is expected to submit work on the due date, regardless of whether or not he / she is in class. The student may submit the work via e-mail. If the document is submitted digitally, it must be in Word format. If that can’t be done, then the student must make sure that the paper is brought to class. Even in the case of an excused absence, points will be deducted from any paper not submitted on time. After 10 days, I will not accept any late work at all.

You are expected to type your out-of-class works in 10 – 12 point, New Times Roman font. Unless used for proper emphasis, the words should not be in bold print, italicized or underlined. Work should be double-spaced and papers are generally 500 – 1000 words in length. Please use one-inch margins. I highly recommend that you save all of your work on a disc and that you guard that disc carefully. You will be required to edit and correct your work before final submission, and it’s much easier to work from the draft than to re-type everything from scratch. I have the Word program at school and at home; if you’re using Works, you should make sure that your paper is printed elsewhere.

Work written in class should be written in dark (blue or black) ink. You may use spiral paper from your class notebook if necessary.

Quizzes over outside reading and in class lecture will be given from time to time, and they will be unannounced. If you’re absent on the day of a quiz, you will only be allowed to make up the work with a valid, documented excuse (for family emergencies and hospital stays).

Peer-editing conferences will be part of classroom work. You will participate in a series of student conference sessions during class. If you’re not present, you can neither help nor be assisted. In that case, you will not receive credit for conferencing. We will discuss the conferencing procedure when the time comes.

On some days, we will cover basic grammar and usage rules. Those assignments will be done in class, and the school policies regarding absenteeism will apply. The assignments will be based on the needs I see evident in your writing. These assignments are graded in your notebooks, so make sure you keep them up to date in the event of being absent.

Participation grades are calculated based on your active involvement during class. If you’re present, you must complete all in-class work, and you must stay focused. If we view a documentary or any other presentation in class, students will be expected to fully focus on the video or presenter—no sleeping, talking, or reading the newspaper, etc.

Attendance is of vital importance. I recommend that you do not miss any days for unnecessary reasons; they could result in your failing the course. If an excused absence is valid and verifiable, you will be allowed to make up the class work (other than conferencing, which isn’t rescheduled) without penalty.

Extra credit would imply the need to do something more than you were required to do. If you’re doing what is required of you, the need does not exist. For that reason, I do not offer extra credit.

When you leave my classroom, please return the chairs to their original positions and clean up any mess you may have made.

Computer lab rules: Students are to work only on the assignment while in the computer lab. Students who log onto e-mail, surf the Internet, or play on the computers rather than focus on the assignment will have 10 points deducted from the assignment grade. Please note that no drinks or food are allowed in the computer labs.

I reserve the right to modify this syllabus schedule as I deem necessary. Students will be notified in class if the syllabus schedule is altered.

Tentative plans

Composition Lesson Plans Weeks 1, 2, 3

January 4 - 22

THESE PLANS ARE TENTATIVE, AS I PLAN TO UPDATE A BIT IN SPRING 2010.

Jan 5 attendance, lunch count, etc. Give my web address.

Introduction to class. Give worksheet and syllabus and review them.

The first paper is due on Jan 15 All students should bring 2 copies and peer edit.

Discuss the first paper topics; give out the sheet of options. Show RUBRIC for first paper.

Journal entries for today DATE ALL ENTRIES: (1) Write about getting up this morning, with

detail. (2) Write about first period this morning. (3) Write about why you’re at THS.

Jan 7 attendance, lunch count, etc.

Journal entry two: (Date all entries, please.) memory writing: 4 minutes over yesterday;

4 minutes last week; 4 minutes grade school; 4 minutes on earliest memory.

Give RUBRICS for first assign, if I haven’t already.

They will have the next class to work on their writing; stay on task; come prepared.

Jan 11 attendance, lunch count, etc. Any questions about assignment?

Journal entry: When is it okay to lie, or is it? Consider tooth fairy, Santa, Easter Bunny.

Today, the students will have time to write and to ask any questions of me. Remind them of the

help in the chapters. Two copies of papers are due on the 15th.

Jan 13 attendance, lunch count, etc. (Remember that two copies of papers are due at next meeting.)

Journal entry three: 10 minute writing from point of view of inanimate object. Any sharers?

Remind them, too, that journals will be submitted. What should be in the journals? Make sure it’s

all there, even if you’ve been absent.

Give out and correct Cimbeline paper. How can it be made better?

TWO COPIES WILL BE NEEDED AT THE NEXT MEETING; HAVE THEM PRINTED BEFORE THE

TIME BETWEEN SECOND AND THIRD PERIODS!

Jan 15 attendance, lunch count, etc. After taking up journals, show the students what I expect them

to do today. Assign partners; they’ll read and re-read the paper of their partners, and they’ll add

paragraphs, stronger words and do everything they can to suggest corrections. Consider new

partners after lunch, if they get far enough before lunch. Take part in peer review.

As they review works, take up second papers and journals.

Post grades: 9 journal entries (3 day 1, 4 day 2, 1 day 3, 1 day 4 ) 45 points

Draft/notes for first submission 10 points

1^st paper submitted properly (1) 30 points

peer review participation 15 points

total 100 points

Jan 20 attendance, lunch count, etc.

Journal entry: write, in detail, about something that makes you happy. Use details!

Don’t forget that rewrites are due on the 22^nd and that the narrative is due on the 28th!

Give out the books and explain how they’ll use them; they may leave them here.

REVIEW CHAPTER FIVE A BIT, IF WE HAVEN’T LOOKED AT BOOK YET.

FICTIONAL! Remind them about the parts of a fictional story: introduction, rising action, climax, etc.

They should include these in their own works.

Cover information from last class; did peer editing help? Do they have questions about their

papers? Ask for any questions about their narrative papers, which are due on the 28^th .

After lunch, work on peer editing a paper; find a sample for them.

Use the Dear Freshman paper with advice. Go through how to make it better.

-what do you first notice is needed? Paragraphs

-where do the paragraphs belong? Figure it out together; can you see that they need length?

-make general corrections in spelling and grammar

(They will rewrite the paper later, so they should hold on to it.

Next class will be a writing day for their fictional narratives.

REWRITTEN PAPER, WITH CORRECTIONS, DUE TO ME ON Jan 22; PAPER NUMBER 2,

A FICTIONAL NARRATIVE, SHOULD BE SUBMITTED FOR PEER EDITING (30 POINTS + 15) ON Sept 4.

Jan 22 Rewritten papers are due first thing.

Journal: If the world were to end tomorrow, how would you spend today?

Today is a writing day; students should work on their papers, which are due on the 28^th.

MALL SPEAK VIDEO…

Composition Final Exam topics

Mrs. Rhodes

I found these and / or similar questions on an English 102 final exam from (Craig Barrett’s class at) Brescia University. I thought the topics would be good for you on your final exam. All former rules apply regarding length and layout / font, et cetera.

**If you’ve already written about one of these topics, please do not repeat the paper.

1. What is the best movie you’ve seen in the past year? Write a review of this movie in which you discuss your reasons for ranking it so highly.

2. Evaluate your strengths and weaknesses as a student; then set and discuss your goals for your performance as a student next year.

3. Evaluate Trinity High School as a Catholic institution. What are the strengths and weaknesses of its programs, services, and activities that are designed to foster its Catholic identity?

4. Write a detailed, interesting proposal for the improvement of some aspect of student life at Trinity High School. Explain how to go about making it happen.

5. Describe the experience or event from which you have learned the most during this past year.

6. Describe your experiences in high school and how they are alike or different from what you expected before you started.

7. What are the most important things you’ve learned since you began high school?

Evaluation Form for Self & Peer Editing

Self-Editing:

1. Have you checked for spelling errors? Make sure, especially, to check for words you have a habit of misspelling. ____________

2. Have you checked for paragraphs? Divide up the material when you shift from one idea or action to another. Also, if you have dialogue, remember to start a new paragraph with each person speaking. _____________

3. Did you check for grammatical and mechanical errors? Make sure you have question marks where they’re needed; make sure to have quotation marks to show if people are speaking; make sure you’ve used the proper pronouns, etc. ________

4. Did you use strong verbs? Avoid forms of to be (am, are, is, was, were) and passive tense (was dancing, is singing, were going) if can. ________

5. Did you use details in your work? The more your audience can ‘see’ when they read, the better off you’ll be.

6. Did you have someone else read it before today? A friend or parent can help us find errors that we miss. ____________

7. What do you like best about this paper? Be specific.

8. Where do you think you need the most help? What are your weaknesses?

Sign here if you’ve answered all the questions above. ____________________________

Make sure you have a paper (preferably double-spaced) ready on time for peer editing.

Peer Editing:

1. If the paper is typed, please check the font size, margins and line spacing. Make sure it follows my standard rules (comic sans or times new roman, 10 – 12 font, one inch margins).

2. Does the paper have paragraphs? If not, please help the writer divide the ideas.

3. What sort of mechanical or grammatical problems should the writer fix before final submission?

4. Point out any parts of the paper that are not clear, especially in organization.

5. Is the point of view consistent?

6. Do the opening and closing paragraphs properly frame the piece? Generally, you want a paper to introduce an idea in the opening paragraph, give supportive information in the heart of the paper, and, often, rephrase the opening in the final paragraph to show that you’ve proven your point. The paper should not (usually) leave you hanging…unless you want the reader to have to figure something else out for him/herself.

7. Does the paper maintain focus throughout, or do the ideas not seem to go together? Point out any parts that seem out of place.

8. Does the paper have relevant, interesting details? If it does, point out some examples. If it does not, point out where more could be added. Is there enough description / elaboration?

9. Consider the purpose of the paper. Is the purpose clear? Was it achieved?

10. Who is the audience for the piece? Is the language appropriate for the audience throughout?

11. What was the dominant impression made by the work?

12. What are the papers greatest strengths?

13. What aspect of the paper would you recommend the author focus on for improvement?

Sign here to show that you’ve completed the list and discussed it with the author. ________________

ESSAY ASSESSMENT RUBRIC NAME ________________________________________

English Worth up to 100 points Please attach this sheet to your paper.

Content (50 points): You should maintain a clear focus and purpose in your writing. Know your audience and address them appropriately.

Use appropriate format, idea development, tone, voice, and utilize insightful, analytical details to support your writing.

You should sustain your focus and not get off track. You should use appropriate word choice and tone for your audience.

Your paper should answer a question completely or at least not leave any unanswered questions for the reader. It should make sense throughout.

Don’t leave the reader guessing about your thoughts. Back them up with explanations.

Your paper should include ideas that show critical thinking on your part. You should not merely write down what we discussed in class.

Show that you’ve thought about the material and come up with ideas of your own. Your paper should answer the question completely

and make sense throughout.

Focus / purpose is clear throughout: 1 2 3 4 5

Audience awareness evident: 1 2 3 4 5

Format / tone / voice is appropriate: 1 2 3 4 5

Logical idea development: 2 4 6 8 10

Details are relevant and strong: 2 4 6 8 10

Writer stays on track: 1 2 3 4 5

Piece is sensible throughout: 1 2 3 4 5

Critical thinking is evident: 1 2 3 4 5

Structure (30 points): Use logical and coherent organization, varied and subtle transitions, and controlled, varied structure.

You should use appropriate choices of evidence. You should use clear lines of reasoning.

Structural examples (your work may vary slightly, but don’t forget to include appropriate paragraphs and transitions.):

*Your opening paragraph should get straight to the point. Don’t start with any variation of, “I’m going to write about…”

or “I chose questions number…” or “My class just read…”

*Your first paragraph should consist of 4 – 5 clear sentences that emphasize the points you’ll make (or introduce the story

you’ll tell). You should include a strong topic sentence here that leads the reader into the rest of the paper.

*The middle paragraphs should include at least 4 – 8 each in which you give examples to back up your initial ideas, or outline the story you’re telling.

Your examples should be clear and accurate. If an essay, it would be best to take the three or four most relevant points and give a paragraph to each one.

If you write that something s symbolic, make sure to explain of what and how it is symbolic.

*Your final paragraph should include a well-developed 3 – 5 sentence summation of ideas that you have already explained.

If a personal piece, explain what you’ve learned or why the memory / experience is / was good / bad.

Organized well with good transitions between ideas and paragraphs: 2 4 6 8 10

Reasoning is evident and clear: 2 4 6 8 10

Introduction / body / conclusion are in place, clear, and good: 2 4 6 8 10

Conventions (20 points): Maintain control of grammar and usage and use accurate and rich word choices. You should use precise and proper language.

You should show a command of grammar.

(0 – 1 error = 6 2 – 4 errors = 5 2 3 4 5 6

5 – 7 errors = 4 8 – 10 errors = 3

10 + errors = 2)

You should show a command of spelling. 3 4 5 6

(1 – 2 errors = 6 3 – 4 errors = 5

5 – 6 errors = 4 7 + errors = 3)

Include necessary information in top left corner of work: Name, class title, teacher name, date, and word count. 4

Paper should be typed, double-spaced, in proper font and size, and of appropriate length. 4

If your paper is not turned in on time, you will lose 10 points each class period.

Steps in good writing: (There are detailed descriptions about each step in every chapter of the writing portion of your text.)

Pre-write: generate ideas, collect information, etc.

Choose your topic

Narrow your topic

Determine your audience and purpose

Gather evidence / information / details

Drafting: (varying ways) single burst with no revisions until completed draft or break up the production of draft, pausing to read and make revisions as you go along

Elaborate

Refining your work: most important!

Revise structure (Organize your material)

Revise paragraphs

Revise sentences

Revise word choices

Edit

Proofread

Publish

Present

Writing Prompts for Composition

(Use these options for your first paper, and save the sheet to use for necessary in-class and/or journal entries, please.

1. Close your eyes and think of an object in this room…or in your bedroom at home. Recall as much detail as possible. Open your eyes and write as much as you can about the object (without looking at it).

2. List 20 things that have happened to you in the past month. Choose one of those things, and write as much as you can about the event.

3. Pretend your life is a movie. What would the soundtrack sound like? Choose 10 songs that would be included in your movie, and (including the title of each song) explain your reasons for including these 10 songs. Expand the essay into a comment about the kind of life you’ve lived.

4. Choose an object that describes you (metaphorically) and write a poem about it.

5. Create a story using all of these words: paper clips, principal, lunch box, swing, class, student, leaf, blood sample, typewriter, filing cabinet, hole punch, copy paper, janitor.

6. Write a paper in which you describe the place you go to get away from all your pressures. Describe it in detail, and explain why this place is important to you.

7. Pre-write first a list 10 challenges you’ve faced in the last 3 months (They can vary in intensity: a hard test, a driver’s test, a death in your family.), then choose one to write about.

8. Write an essay about a habit you find hard to break. Why is it difficult? Do you want to break it? Is it good or bad for you? Etc.

9. Write about a memory related to a holiday. Be as detailed as possible.

10. Pick up a magazine and open it up. Write a story about the first picture you see.

11. Recall an uplifting experience in your life, and write about it, in detail.

12. Write a fictional story that begins with the line: “I thought I saw…”

13. Pre-write by making a list of ten things you fear. Pick one of those things and write about it, in detail.

14. Rewrite the story of “Snow White” from the point of view of one of the dwarfs.

15. Write a letter to yourself as you expect to be in one year. What goals and apprehensions will you have?

16. Write a story in which you use these words: hypocrite, cookie jar, city, telephone.

17. Pre-write first a list 15 – 20 things that annoy you (people who drive under the speed limit, getting bad grades, your little brother or sister, etc.). Choose one of these things and write about it.

18. Describe a hot day.

19. Write about what you like to do on a rainy day.

20. Pre-write first by making a list of 10 – 15 things that are worth saving. Write about one of them.

21. Write a story that begins with: “A funny thing happened on my way to…”

22. Write about a lie you once told.

23. Write about an important or influential experience you had with a parent or other adult.

24. Write about an important or influential experience you had with a person younger than you are.

25. A drunk man sits next to you in a bar, thinking you’re his buddy. He starts confessing “the truth.” Write about scene, and tell what that truth is.

26. Write a story in which you use the words: plastic bottle, hockey puck, dirty handkerchief, crumpled note, unhinged door.