Studies expository writing. Concentrates on critical and argumentative essays of 500-1,000 words. NOTE: Reasonable competency in basic writing and word processing required.
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When this course is completed, students will be able to do the following:
In this course, students will develop the necessary skills to prepare written assignments that can be used in coursework at Regis. In this regard, students will be asked to prepare written assignments that reflect the following composition techniques and styles: summarization, critique, synthesis.
Students will study different types of essays including narration, description, process, illustration, classification, causal analysis, comparison and contrast, and persuasion.
The assignments will also address grammatical components that will aid in developing effective composition style, clarity, and syntax. Finally, students will learn when and how to document sources relevant to enhancing the content of the previously listed composition styles. Students will also write about interaction with Jesuit values: Cura Personalis, Magis, men and women for and with others, unity of mind and heart, contemplatives in action, and finding God in all things.
Upon completion of this course, students should be able to:
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Students are required to access the Purdue Online Writing Lab (OWL) for information about composition strategies, grammar and punctuation rules, and APA formatting and citation styles. Visit the site: OWL English Purdue While the OWL is free to access as a reference resource, please note the Fair Use Policy regarding restrictions for using the OWL
Strunk, W., & White, E.B. (2000). The elements of style. (4th ed.). Needham Heights, MA: Longman (Pearson).
Please see the writing rubric under the course resources tab.
Minimum Technology Requirements
| Week & Date | Topics | Readings | Assignments Due/ activities | Points |
|---|---|---|---|---|
|
1 |
Five stages of essay-writing Peer review Review of sentence structure Review of rubric |
Read Regis Writing Guide 5 Stages of Writing Read information on Robert Frost Read “Out, Out –“ by Robert Frost. Be prepared to discuss this in class. Read the information under Topic 1 in WorldClass. |
Post your introduction. You need to watch the following video: Vincent Van Gogh, Starry, starry Night Review “the lyrics in Starry, starry Night” by Don McLean. (transcript) Biography of Vincent Van Gogh – Starry, starry Night (transcript) Biography of Vincent Van Gogh – Ear Offering (transcript) Please watch the following: Full Biography of Vincent Van Gogh (transcript) You will write a summary essay that deals with Vincent Van Gogh or Robert Frost. Turn in final essay online by assigned due date. Post in World Class assignments/drop box. I will return your paper with a rubric. Discussion forum on peer review of papers |
Paper (50% of week 1 grade) Participation (25% of week 1) Peer Review (25% of week 1) Week 1 valued at 12.5% of overall course grade. |
|
2 |
Narrative/ descriptive writing Review of Clauses, phrases, |
Read: Read information on Edgar Allan Poe: (transcript) |
Descriptive / Narrative Essay Discuss the narrative traits of “The Cask of Amontillado” in the discussion forum. |
Paper (50% of week 2 grade) Participation (25% of week 2 grade) |
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sentences, punctuation Narration techniques, Critical thinking and critical reading. Fallacies Fallacies in the media |
Read: “The Cask of Amontillado” by Edgar Allan Poe. Read information on Ernest Hemingway: (transcript) Read: “Hills Like White Elephants” by Ernest Hemingway Read at least 1 critique on “Hills Like White Elephants.” These critiques are available in Academic Search Premier. Regis Writing Guide Narrative and Descriptive Writing Clauses & Phrases Clauses and Phrases Read essentials readings, critical reading, and critical thinking under topic 2 in WorldClass. WorldClass – topic overview and “Essential Readings” for week 6. Emotional & Logical Fallacies Read optional materials, including patterns in composition and the Garden of Phrases. |
Write narrative/descriptive essay. Discuss the descriptive traits of “Hills Like White Elephants” in the discussion forum. Final narrative/descriptive essay due online by assigned due date. Peer review of papers – read expectations and points for this activity in the discussion forum. |
Peer Review (25% of week 2 grade) Week 2 valued at 12.5% of overall course grade. |
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|
3 |
Process analysis. Fragments, run-ons, punctuation. Discussion of Audience. |
Read: Read information on William Faulkner (transcript) Read: “A Rose for Emily” by William Faulkner Read information on Shirley Jackson Read: “The Lottery” by Shirley Jackson In WorldClass under topic 3, read the required resources – essential readings and literary devices. |
Write Process Analysis essay. Discuss “A Rose for Emily” in discussion forum. Discuss the process described in “The Lottery.” Final process analysis essay due online by assigned due date. Discuss using different audience approaches in discussion forum. Peer review of papers |
Paper (50% of week 3 grade) Participation (25% of week 3 grade) Peer Review (25% of week 3 grade) Week 3 valued at 12.5% of overall course grade. |
|
4 |
Summary & Synthesis Informative Essay Library – issues with reliability and validity capitalization, abbreviation, numbers. |
Read: Regis Writing Guide Mechanics – Mechanics Summary and Synthesis – Summary & Synthesis Informative Essay – Informative Essay Read information on Martin Luther King, Jr. (transcript) Read: “I Have a Dream” by Martin Luther King. (transcript) Read information on Maya Angelou (transcript) Read the following: “Caged Bird” by Maya Angelou “On the Pulse of Morning” by Maya Angelou “Mrs. Flowers” from Why I Know the Caged Bird Sings by Maya Angelou Read essential readings for topic 4 in WorldClass. |
Write Informative Essay. Discuss summary points in “I Have a Dream” in discussion forum. Discuss summary points in Maya Angelou writings in discussion forum. Explore the library and the databases. Please read specific assignment under topic 4. Final informative essay due online by assigned due date. Peer Review of papers. |
Paper (50% of week 4 grade) Participation (25% of week 4 grade) Peer Review (25% of week 4 grade) Week 4 valued at 12.5% of overall course grade. |
|
5 |
Definition and classification / division, |
Read the following: Regis Writing Guide Definition and Classification Paraphrase |
Write Definition or Classification/Division Essay |
Paper (50% of week 5 grade) |
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Agreement of verb/noun and noun/ pronoun. APA overview |
Read information on Judy Brady: “I Want a Wife” by Judy Brady Read information on Russell Baker Read: “The Plot Against People” by Russell Baker Pronoun Review And Pronoun Agreement Paraphrasing vs. Summarizing – The difference between paraphrasing and summarizing. Read APA information on Purdue OWL. Read the essential readings under topic 5 in WorldClass. |
Discuss classification points in “I Want a Wife” in discussion forum. Discuss classifications established in “The Plot Against People” in discussion forum. Peer review of papers. Final definition or classification essay due online by assigned due date. |
Participation (25% of week 5 grade) Peer Review (25% of week 5 grade) Week 5 valued at 12.5% of overall course grade. |
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6 |
Causal analysis. Sentence coordination, subordination |
Regis Writing Guide Causal Analysis Sentence Subordination & Coordination Read information on William F. Buckley: Read: “Why Don’t We Complain?” by William F. Buckley Read information on Shakespeare (transcript) Read: How Shakespeare's great escape from the plague changed theater. Read the Essential Readings under Topic 6 in WorldClass. Additional readings will be assigned in class. |
Write Causal essay Discuss the causes in “Why Don’t We Complain?” and Shakespeare and the Plague in the discussion forum. Peer review of papers. Final causal essay due online by assigned due date. |
Paper (50% of week 6 grade) Participation (25% of week 6 grade) Peer Review (25% of week 6 grade) Week 6 valued at 12.5% of overall course grade. |
|
7 |
Comparison – contrast. Verbals (gerund, participle) |
Regis Writing Guide Comparing or Contrasting Summary & Analysis of Conflicting Views - Summary & Analysis of Conflicting Views Read information on Mark Twain (transcript) Read: “Two Ways of Seeing a River” by Mark Twain “Neat People vs. Sloppy People” by Suzanne Britt. Verbals - Gerund/Participle OWL Participles/Gerunds/ Infinitives Participles, Gerunds, Infinitives Read and pick one sonnet to discuss; you do not need to read all the sonnets. To hear some music that can be compared, listen to the following: Music comparison – Beethoven’s 5th and fifth of Beethoven. (No words, music only) Beethoven Ode to Joy vs Apollo 100 (No words, music only) Freddy Martin tonight we love vs Tchaikovsky (No words, music only Tchaikovsky Piano Concertos Nos 1 & 2 (No words, music only Read the Essential Readings under topic 7 in WorldClass. |
Write Compare/contrast paper Discuss the comparisons and contrasts made in “Two Way of Looking at the River” and “Neat People vs. Sloppy People” in the discussion forum. Discuss the sonnet you chose on the discussion forum. Peer review of papers. Final compare/contrast paper due online by assigned due date. |
Paper (50% of week 7 grade) Participation (25% of week 7 grade) Peer Review (25% of week 7 grade) Week 7 valued at 12.5% of overall course grade. |
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8 |
Persuasive Elements of Argument Annotated bibliography |
Read: Regis Writing Guide Persuasive Writing Read information on Jonathan Swift Read: “A Modest Proposal” by Jonathan Swift. Current newspaper column or / blog argument Read information on Annotated Bibliography on OWL Annotated Bibliography Rhetorical Strategies – OWL Rhetorical Strategies Read essential readings under Topic 8 in WorldClass. |
Write Persuasive paper (social issue) You need to address a Jesuit Value in your paper. Please note which of the Jesuit Values applies to your paper. Discuss the persuasive elements in “A Modest Proposal” in the discussion forum. Discuss persuasive information in your newspaper column or blog in the discussion forum. Final persuasive paper due online by assigned due date. |
Paper (50% of week 8 grade) Participation (25% of week 8 grade) Peer Review (25% of week 8 grade) Week 8 valued at 12.5% of overall course grade. |
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Maximum percent Is 100. |
NOTE TO LEARNERS: On occasion, the course faculty may, at his or her discretion, alter the Learning Activities shown in this Syllabus. The alteration of Learning Activities may not, in any way, change the Learner Outcomes or the grading scale for this course as contained in this syllabus. Examples of circumstances that could justify alterations in Learning Activities could include number of learners in the course; compelling current events; special faculty experience or expertise; or unanticipated disruptions to class session schedule.