- Instructor: June K. Carter
- Phone: 581-2312
- E-mail:
june.carter@umit.maine.edu
- Office: 119 East
Annex
- Office Hours: T 4- 5; MWF 8:30-9:30; 11-12; and by appointment.
Students may leave messages on my phone, in my mailbox outside Rm.119 East
Annex, or with Susan Spaulding 581-2319, Rm. 121 East Annex.
Course Information:
- ONE 013-001, CRN 10142, Advanced Onward Composition
- ONE 013-002, CRN 10150, Advanced Onward Composition
Students will review, practice, and strengthen their range of writing, reading,
and thinking strategies. They will learn more about the ways that writing and
reading are intertwined. They will work collaboratively in different ways and on
different projects. They will engage in investigative projects that require
research, observation, record-keeping, analysis, and synthesis. They will
evaluate other writings and track their own development as an academic writer.
Three credit hours.
Prerequisites: Successfully passed ONE 012 and gained basic writing skills.
Writing Lab: IA Joseph Audette. Times MWF 10-1; TR 10-12
Instructional Materials and Methods
Textbook title: The Little, Brown Handbook, Tenth Edition with supplements from
Mercury Reader, A Course of Ideas, and Hand-outs
On-line material and downloadable checklists, exercises and video tutorials:
ablongman.com/littlebrown
Learning Outcomes
Course goals and objectives:
Throughout the semester, expect to do work that will develop skills in
the following areas:
- the ability to write, read, and think critically;
- the basic elements of the writing process;
- the ability to recognize and enhance your previous background in organization,
development, grammar, tone, and style of your writing;
- the skills necessary to critique your own writing and the writing of others in
terms of organization, development, format, style, and voice;
- the ability to make connections between what you read and what you write, by
using reading and writing as instruments for critical thinking;
- the effective use of a variety of rhetorical strategies (literary analysis,
response-reaction, comparison-contrast, and argument) in order to address
audience and purpose, as well as to respond to the writing assignments in all
your other courses;
- the ability to formulate meaningful research questions to substantiate your
ideas with the work and ideas of others and to integrate those ideas.
Grading and Course Expectations
Course Components:
This course will require reading, discussion, informal
writing, and the formal writing assignments most often associated with college
writing classes.
- Readings: The class will read sections from The Little, Brown Handbook that
explore the issues, ideas, and practical skills about writing that we will be
working with in class. You will be asked to do reading assignments from other
sources to generate class discussion, activities, and critical thinking.
- Informal Writing: This component includes exercises done in class, homework
activities, journal entries, and informal papers.
- Formal Writing: You will be assigned five formal writing assignments: a
reading-response
paper, an analysis of a poem, a comparison-contrast essay, an in-class argument
paper, and a research paper, all of which will require a varying degree of
documentation, excepting the in-class writing.
- Discussion and Activities: You will be asked to participate regularly in class
discussions and activities, such as grammar workshops, peer review, journal
exchange, writing, and sharing your writing.
Grading of each component for final course grade:
- Reading responses, in-class writings (including quizzes), exercises, and other
inventive, informal writings 20%
- Formal Writing #1—Reading Response Paper 10%
- Formal Writing #2—Poem Analysis 10%
- Formal Writing #3—Comparison-Contrast Analysis 15%
- Formal Writing #4—Research Paper 20%
- Formal Writing #5—In-class Argument 10%
- Journal and Portfolio 10%
- Attendance and Participation 05%
- No Final Exam
Attendance and other policies:
Since attendance is a vital condition for academic success, only three excused
absences will be allowed before your grade will be adversely affected. Late
papers will lose a grade each day they are late, from a B to a B- to a C+ down
to not being accepted. Let me know when you must be out and make arrangements to
get any information you missed or to turn in your work. Your failure to come to
class, to do the assigned reading, to participate, or to have a draft for
workshop affects all the students in the class.
Because much information and explanation will be given in class, it is vital
that you participate in a positive manner, ask and answer questions when
appropriate, be prepared for class, and listen (and let other students and the
instructor listen) to one another. If you expect an emergency call, tell the
instructor and sit near the door to take the call in the hallway; otherwise turn
off your cell phones and pagers in class. There may be unannounced writings and
quizzes, plus some alterations in the assignments. The work will be premised on
your understanding of last semester's material, so review and be ready for
on-going explanations.
Academic Honesty (Plagiarism, etc.):
Academic dishonesty includes cheating, plagiarism, and all forms of
misrepresentation in academic work, which is unacceptable at The University of
Maine. As stated in UMaine's online undergraduate "Student Handbook," plagiarism
(the submission of another's work with proper attribution) and cheating are
violations of The University of Maine Student Conduct Code. An instructor who
has probable cause or reason to believe a student has cheated may act upon such
evidence and should report the case to the Department Chair for appropriate
action.
Students with Disabilities Statement:
If you have a disability for which you may be requesting an accommodation,
please contact Ann Smith, Director of Disabilities Services, 121 East Annex,
581-2319, as early as possible in the term.
Testing out of ENG 101:
You will compile a writing portfolio, containing what you think is your best
essay, your in-class essay, your research paper, and a cover letter. You can
include other samples of your writing, such as a Journal entry, a poem, etc. In
order to test out of ENG 101 and get three credits for doing so, you need at
least a C average (above 72) in both ONE 013 and ONR 013, at least a C in your
research paper and your in-class essay that the English Dept. representative
considers as standard work of a student who has taken and passed ENG 101.
Dialectical Journal:
The dialectical journal follows a definite format and will be an on-going record
of your thinking and learning this semester. It will also contain your Personal
Spelling List, Vocabulary List, some homework and class notes. The Journal will
also be used for Reading class. It will be read and graded for thoroughness,
quality of work, and signs of improvement at least three times this semester.
ONE 013 Schedule of Assignments Spring 2008
Week One:
T 1/15—Bring The Little, Brown Handbook (LBH) to class and a notebook for class
notes or your Journal. We'll go over the Syllabus carefully and begin Ch. 13,
"Case of Pronouns," p. 267+
R 1/17—Bring LBH and The Mercury Reader (MR) for in-class Reader-Response. Have
read the material and done LBH exercises from Ch. 13: Ex. 13.1, p. 270; Ex.
13.2, 13.3, and 13.4 to go over in class and turn in for homework. Make sure you
understand all the terms used in the chapter, such as: subject complements,
linking verbs, appositives, and gerunds. Receive Handout from English Workshop
about Case of Pronouns.
Week Two:
T 1/22—Bring your completed English Workshop Handout and LBH.
R 1/24—QUIZ over pronouns. Bring LBH to class for Poetry Analysis review.
Week Three:
T 1/29—Have read Oedipus Rex from The Course of Ideas (CI) pp. 197-213. We'll
ask questions and discuss the play and read some sections aloud in class. Bring
MR, too.
R 1/31—Have read Oedipus Rex to p. 233 and bring MR, too.
ONE 013—Spring 2008, Cont:
Week Four:
T 2/5 Have read Oedipus Rex from Scene iii p. 223-239. Look back to p. 199 at
the Key Concepts to see how they relate to the play. 8 am Class—Answer Questions
1-11, the odd numbers! 11 am Class—Answer Questions 2-10, the even numbers on
page 239 (CI) for Homework.
R 2/7 Write out your answers to LBH "Questions for Analyzing Drama" p. 755-6 in
relation to Oedipus Rex. We'll do "Questions for Analyzing Poetry" p. 753 LBH in
class
relating to "Daddy" in MR.
Week Five:
T 2/12 Bring 1st Draft of Essay Analysis of "Daddy" for feedback and sharing.
Bring LBH for Verb review, Chapter 14 and a place (a notebook or Journal) to
take NOTES in class.
R 2/14 Share and turn in Essay on Analyzing "Daddy." Bring LBH for in-class
activity. Receive some poems in class.
Week Six:
T 2/19 LBH Commas Ch. 28 p. 430. Know terms: Coordinating Conjunctions;
essential/nonessential clauses; main clauses; adjective clauses; signal phrases.
Have done Homework Ex. 28.1, 2, 3,and 4 to hand-in in class.
R 2/21 Bring 1st Draft of Comparison/Contrast Essay of two poems. Bring LBH to
go over Ch. 42 MLA Format "Planning."
Week Seven:
T 2/26 LBH COMMAS Read the material leading up to the exercises and all the
examples, including the Test for Essential and Nonessential Elements p. 436, and
the directions before doing the exercises 28.5; 28.6; and 28.7 to page 441. Know
the following terms—or ask about them in class or before: adverb clause,
transitional expressions, parenthetical expressions, direct address,
interjections, absolute phrases, and participial phrases. You probably know most
of them already from previous classes. Discuss possible Research Paper topics.
R 2/28 Bring Comparison/Contrast Analysis Essay to share and pass in. Bring the
poems you refer to, also, so we can follow you better. Bring LBH to check MLA
format for Works Cited and In-text Citations before handing in your essay. We'll
discuss the Research Paper more. Receive Research Schedule, p. 560.
Spring Break
(This might be a good time to conduct an interview for your paper following pp.
596-597 advice).
Week Eight:
T 3/18 Have read Ch. 44 pp. 599-601 "Questions for Evaluating Sources." Bring
your working Bibliography and note cards of possible works cited (at least
five)—pp. 567-8. Have gone over LBH Ch. 44, especially p. 617-620: Summarizing,
Paraphrasing, and Quoting.
R 3/20 Have done exercises 28.8, 28.9, and 18.10 on Commas LBH pp. 440-447.
Receive handout for workshop.
Week Nine:
T 3/25 Have done Ex. 28.11, 28.12, and 28.13 and Handout for Comma Review. Have
read Checklist for Avoiding Plagiarism pp. 630-631 for discussion and referral.
R 3/27 COMMA Quiz/Test. We'll begin Research Ch. 46 during any extra time in
class.
Week Ten:
T 4/1 Bring up-dated reports of your research progress, LBH, and any questions
you have. (NOT an April Fool joke).
R 4/3 LBH Ch. 47 & 48 Review and discussion. Bring your Research papers to work
on/revise/edit.
Week Eleven:
T 4/8 Bring your LBH and most recent Draft of your Research Paper and form Peer
Review Groups.
R 4/10 Have read and done Ch. 19—"Pronoun Reference"—Have read Explanations;
Examples; and Directions pp. 350-357. Have done Ex. 19.1 and 19.2.
Week Twelve:
T 4/15 Have gone to the Writing Center or seen a PA or IA for some valuable
feedback in writing. We'll review Research Strategies Ch. 42-48.
R 4/17 Turn in Research Paper. We'll do an in-class Argument Essay!!!!!
Week Thirteen:
T 4/22 Have made a Portfolio with a Cover Letter. Include at least one Essay
from this semester, your Research paper, and in-class essay. (I'll put in the
essay for you.) Bring LBH to review Commas and Pronouns and go over Ch. 18
"Comma Splices and Fused Sentences."
R 4/24 Quiz/Test over Pronouns, Commas, and Run-on's: Ch. 13, 15 b, 17, and 18.
Week Fourteen:
T 4/29 Evaluation, Wrap-up, and Review ONR for Final.
R 5/1 Science Field Trip—No Class.
No Final Exam
