Course SyllabusCollege of HumanitiesCOM/155 Version 4

University Composition and Communication ICopyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved.

 Course Description

 This course addresses the key elements necessary for effective academic writing in college. The course begins with focus on prewriting strategies and builds to drafting and revising essays. In addition, the course includes skill development at the sentence and paragraph level. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: 

        University policies: You must be logged into the student website to view this document.        Instructor policies: This document is posted in the Course Materials forum.

 University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials McLean, S. (2011). Writing for Success (1st Ed.). Irvington, NY: Flat World Knowledge, Inc. All electronic materials are available on the student website. Supplemental Material Associate Level Writing Style Handbook MyWritingLab®

 

 

 

Week One: Writing Basics

  Details Due Points

Objectives 1.1   Determine appropriate purpose, audience, tone, and content for various types of writing.

1.2   Identify components of good paragraph writing. 1.3   Use complete sentences in written work.

   

Reading Read Appendix A, located on the student website.    

Reading Read Ch. 2 of Writing for Success:  

        Section 1.1: Components of a Sentence         Section 1.2: Sentence Structure, Including Fragments and

   

Run-ons

Reading Read Ch. 6 of Writing for Success: 

        Section 1.1: Common Academic Purposes: Summary, Analysis, Synthesis, and Evaluation Paragraphs         Section 1.2: Identifying the Audience         Section 1.3: Selecting an Appropriate Tone         Section 1.4 Choosing Appropriate, Interesting Content         Section 2.1: Developing a Topic Sentence         Section 2.2: Developing Paragraphs that Use Topic Sentences, Supporting Ideas, and Transitions Effectively         Section 2.3: Apply Knowledge of Topic Sentences and Parts of a Developed Paragraph in an Assignment

   

Reading Read this week’s Electronic Reserve Readings.    

Participation Participate in class discussion. 11/27/11 2

Discussion Questions

1. Review the information provided in Ch. 6 of Writing for Success. Do you think that paying attention to your audience, purpose, and content improves the influence of your writing? Why or why not?

2. Consider the audience in the following scenarios: A news story that discusses the advantages and disadvantages of home schooling in a local newspaper. A letter from a school administrator to the parents of school-aged children that discusses the advantages and disadvantages of home schoolingHow do these messages differ? Why would it be important to consider your audience in each situation? How does this apply to your academic writing?

4. A good paragraph has three key parts, one of which is a topic sentence. What do you think would be the reaction of a reader if the topic sentences in an essay did not align with the supporting points? Why?

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Nongraded Activities and PreparationSentence Fragments and Run-On Sentences

Resource: Center for Writing Excellence, located under the Library tab of the student website 

        Click Library.         Go to the Center for Writing Excellence.         Click Tutorials & Guides.         Click the Grammar and Writing Guides under Grammar Tutorials.

   

        Click on Grammar Mechanics.         Click on Fragments.         Click on Run-on Sentences.  

Review the information provided.

Post your assignment for faculty review.

Nongraded Activities and PreparationTopic Sentences

Resource: Center for Writing Excellence, located under the Library tab of the student website 

        Click Library.         Go to the Center for Writing Excellence.         Click Tutorials & Guides.         Click the Grammar and Writing Guides under Grammar Tutorials.         Click on Writing Style.         Click Topic Sentence.  

Review the information provided. Post your assignment for faculty review.

   

Nongraded Activities and PreparationHow to Write a Paragraph

Resource: Appendix B Follow the directions in Appendix B to complete the following exercises on MyWritingLab®: 

        Paragraphs: Overview, Developing, and Writing Paragraphs

   

IndividualParagraph Writing

Write a 150- to 200-word paragraph to explain how purpose, audience, tone, and content impact academic writing. Be sure to use the three components of a good paragraph covered in this week’s readings. Underline the topic sentence and bold the concluding sentence in the paragraph.  Use complete sentences in written work. Post you assignment as a Microsoft® Word attachment.

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Week Two: The Writing Process  Details Due Points

Objectives 2.1   Identify the steps in the writing process.2.2   Use correct subject–verb agreement and consistent verb tense in

written work.

   

Reading Read Ch. 2 of Writing for Success:  

        Section 2.1: Agreement         Section 2.2: Errors in Subject–Verb Agreement         Section 3.1: Regular Verbs         Section 3.2: Irregular Verbs         Section 3.3: Maintaining Consistent Verb Tense

   

Reading Read Ch. 8 of Writing for Success.    

Reading Read this week’s Electronic Reserve Readings.    

Participation Participate in class discussion. 12/04/11 2

Discussion Questions

1. Is your past writing different from what you anticipate you will be doing in this course? In what ways? Do you think your writing will improve as a result of this course? Why or why not?

2. Review the steps in the prewriting phase of essay writing. How important do you think prewriting is to the success of an essay? Can you skip the prewriting phase? Why or why not?

3. Which step in the writing process do you think will be easiest for you to complete? Which step may be the most difficult? Why?

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Nongraded Activities and PreparationToolwire® Learnscape: Overview of the CWE

Access the Toolwire® Learnscape: Overview of the CWE through the link located on the student website. Complete the Learnscape Activities.

   

Nongraded Activities and PreparationSubject–Verb Agreement

Resource: Appendix B Follow the directions in Appendix B to complete the following exercises on MyWritingLab®:

        Sentence to Paragraph: Complete Sentences and Subjects and Verbs

   

Nongraded Activities and PreparationThe Writing Process

Watch the video “The Writing Process” located on the student website. Read the Associate Level Writing Style Handbook which can be found on your student website.

   

IndividualThe Writing Process

Choose one of the following scenarios: 

        Imagine that you are teaching English in a local high school.        Imagine that you are the parent or friend of a student having to write a series of essays for a high school English class.        Imagine that you are a teaching assistant for a high school English class, and you want to help fellow students succeed.

 Create an instructional manual, a brochure, or a Microsoft® PowerPoint® presentation on the writing process for future COM/155 students or inexperienced academic writers. Include the following in your job aid: 

        Steps in the writing process 

Use correct subject–verb agreement and consistent verb tense in written work.

 Post your assignment as an attachment.

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  Week Three: Rhetorical Modes  Details Due Points

Objectives 3.1   Explain the value of rhetorical modes in writing.3.2   Identify point of view. 3.3   Use commonly confused words correctly.

   

Reading Read Ch. 4 of Writing for Success:  

        Section 1.1: Commonly Confused Words         Section 2.1: Common Spelling Rules          Section 3.1: Using a Dictionary and Thesaurus         Section 3.2: Using Proper Connotations         Section 3.3: Avoiding Slang

   

Reading Read Ch. 10 of Writing for Success.    

Participation Participate in class discussion. 12/11/11 2

Discussion Questions

1. In what situations are compare-and-contrast essays effective? When would that style be ineffective? What is the difference? Explain

2. There are two basic organizational methods for a compare-and-contrast essay. Do you think one is a stronger method, or are they situational? Why?

5. Many spelling errors may be eliminated by using spell check, but spell check will not catch a correctly spelled

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wrong word, such as to, too, and two, or there, there, and they’re. Do you have any strategies to ensure you will not make these kinds of mistakes? If you do, what are they, and how well do you think they will work? If you do not have a strategy, why not?

Nongraded Activities and PreparationWord Choice

Watch the video “Word Choice” located on the student website.    

Nongraded Activities and PreparationCommonly Confused Words

Resource: Center for Writing Excellence, located under the Library tab of the student website 

        Click Library.         Go to the Center for Writing Excellence.         Click Tutorials & Guides.         Click the Grammar and Writing Guides under Grammar Tutorials.         Click on Grammar Mechanics.         Click Commonly Confused Words.

 Review the information provided.

   

IndividualRhetorical Modes Matrix

Resource: Appendix C Complete Appendix C to identify the purpose and structure of the various rhetorical modes used in academic writing. Provide at least two tips for writing each type of rhetorical mode. Use commonly confused words correctly.

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  Week Four: Planning Strategies  Details Due Points

Objectives 4.1   Describe strategies for choosing and narrowing an academic essay topic.

4.2   Identify strategies for choosing topics and subtopics to support the main idea for an academic essay.

4.3   Demonstrate appropriate use of commas and apostrophes.

   

Reading Read Ch. 3 of Writing for Success:  

        Section 1.1: Commas         Section 5.1: Apostrophes

   

Reading Read Ch. 8 of Writing for Success:  

        Section 1.1: Prewriting

   

        Section 1.2: More Prewriting Techniques

Participation Participate in class discussion. 12/18/11 2

Discussion Questions

1. What are some of the prewriting techniques you have used? How and why did they work? If they did not work, what do you think you will do differently this time? Why?

3. What questions might you ask yourself about your chosen topic during your brainstorming process to make it better? How do these questions help?

4. Commas and apostrophes are particularly challenging for new writers to use correctly. What strategies do you apply to minimize errors when using commas and apostrophes in your writing?

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Nongraded Activities and PreparationCommas and Apostrophes

Resources: Appendix B Follow the directions in Appendix B to complete the following exercise on MyWritingLab®.

        Mechanics: Commas and Mechanics: Apostrophes

   

IndividualStrategies for Selecting a Topic

Resources: Appendix A, Appendix D, and Brainstorming Worksheet  Review the topic suggestions in Appendix A: Final Assignment and Timeline for your final compare-and-contrast essay. Use the prewriting strategies in Ch. 8 to help you select and narrow a topic that is appropriate for a compare-and-contrast essay.  Complete and post Appendix D: Selecting a Topic and Brainstorming Worksheet as an attachment. Use commas and apostrophes correctly in your written work.

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  Week Five: Developing a Thesis Statement  Details Due Points

Objectives 5.1   Create a thesis statement for an academic essay.5.2   Use pronouns correctly.

   

Reading Read Appendix F, located on the student website.    

Reading Read Ch. 2 of Writing for Success:  

        Section 5.1: Pronoun Agreement         Section 5.2: Subject and Object Pronouns         Section 5.3: Who vs. Whom

   

Reading Read Ch. 8 of Writing for Success:  

        Section 2.2: Writing a Thesis Statement 

   

Reading Read Ch. 9 of Writing for Success:  

        Section 1.1: Elements of a Thesis Statement         Section 1.2: Examples of Appropriate Thesis Statements         Section 1.3: Revising Your Thesis Statement

   

Participation Participate in class discussion. 01/08/12 2

Discussion Questions

1. What components are needed to develop a clear and concise thesis statement?

3. Chapter 9, Section 1, of Writing for Success explains how to write an effective thesis statement. What two key ideas have you learned in the reading this week that will help you write an effective thesis statement?

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Nongraded Activities and PreparationToolwire® Learnscape: Working With the CWE

Access the Toolwire® Learnscape: Working With the CWE through the link located on the student website.  Complete the Learnscape Activities.

   

Nongraded Activities and PreparationThesis Development

Resource: Appendix B Follow the directions in Appendix B: How to Complete Exercises From MyWritingLab® to complete the following exercises on MyWritingLab®: 

        Thesis Development: Thesis Statement

   

Nongraded Activities and PreparationPronouns

Resource: Center for Writing Excellence, located under the Library tab of the student website. 

        Click Library.         Go to the Center for Writing Excellence.         Click Tutorials & Guides.         Click the Grammar and Writing Guides under Grammar Tutorials.         Click on Grammar Mechanics.

   

        Click Pronouns.  Review the information provided.

IndividualThesis Statement

Resource: Appendix E, located on the student website  Write a single declarative thesis sentence in no more than 25 words that summarizes the main idea and intent of your essay.  Use pronouns correctly. Post your thesis statement for your instructor’s approval and feedback.

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  Week Six: Organizing the Essay  Details Due Points

Objectives 6.1   Construct a topic outline for an academic essay.6.2   Identify organizational techniques that help writers and readers

stay focused6.3   Use adjectives and adverbs correctly.

   

Reading Read Ch. 2 of Writing for Success:  

        Section 6.1: Identify Adjectives and Adverbs         Section 6.2: Comparative vs. Superlative         Section 6.3: Irregular Words: Good, Well, Bad, and Badly

   

Reading Read Ch. 8 of Writing for Success:  

        Section 2.1: Ways of Organizing Ideas         Section 2.2: Writing a Thesis Statement         Section 2.3: Writing an Outline

   

Reading Read Ch. 9 of Writing for Success:  

        Section 3.1: Chronological Order         Section 3.2: Order of Importance         Section 3.3: Spatial Order

   

Participation Participate in class discussion. 01/15/12 2

Discussion Questions

1. Are there any instances in your personal or professional life when you create or use an outline? How is this useful?

3. Writers need to organize their ideas in a way that makes sense. Chapter 9, Section 2, of Writing for Success discusses ways to organize ideas. What are three ways to organize ideas in writing? How will you

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organize your ideas in your essay? Why?

5. Is there one single most effective way to organize the supporting points in your essay? If so, what is it, and why? If not, how will you decide how to organize your essay, and why?

Nongraded Activities and PreparationAdjectives and Adverbs

Resource: Appendix B Follow the directions in Appendix B to complete the following exercises on MyWritingLab®:

        Choosing the Right Words: Adjectives        Choosing the Right Words: Adverbs

Post your assignments for faculty review.

   

IndividualOutline

Resource: Appendix F Complete a topic outline for your academic essay. The outline should be based on the topic chosen in Week Four and will help you complete the final paper in Week Nine.  

        Include at least three main points (I, II, III) related to your chosen topic from Appendix D. Include at least two subpoints (A, B) under each main point.

         You may include sub-subpoints (1, 2) beneath your sub points.         Include your thesis statement at the top of your document, above your outline. 

Use adjectives and adverbs correctly in written work. 

Post your outline as an attachment.

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 Week Seven: Drafting the Essay  Details Due Points

Objectives 7.1   Create appropriate introductions and conclusions for academic essays.

7.2   Prepare a first draft of an essay using appropriate strategies.7.3   Identify appropriate types of supporting paragraphs for a topic.7.4   Formulate effective paragraphs using topic sentences.

   

Reading Read Appendix G.    

Reading Read Ch. 8 of Writing for Success:  

        Section 3.1: Getting Started: Strategies for Drafting         Section 3.2: Setting Goals for Your First Draft         Section 3.3: Starting Your First Draft         Section 3.4: Writing Your Own First Draft

   

Reading Read Ch. 9 of Writing for Success:  

        Section 2.1: Select Primary Support Related to Your Thesis        Section 2.2: Supporting Topic Sentences        Section 4.1: Methods of Attracting Interest in Your Introductory Paragraph         Section 4.2: Writing a Conclusion

   

Reading Read this week’s Electronic Reserve Readings.    

Participation Participate in class discussion. 01/22/12 2

Discussion Questions

1. Identify an introductory technique that could be used to grab the reader’s attention and showcase the main idea. Why did you select this technique? Where would it be useful? Where might it not work?

2. There are several common ways to start an introductory paragraph. Identify one you think would fit your topic the most effectively. Why did you select this approach? Can you think of a situation in which this approach would not work?

5. Given the basic guidelines for creating an effective conclusion, what method do you think will fit your topic the most effectively? Why did you select this method?

6. Review the essay checklist on Guidelines for Writing Academic Papers. What elements in the checklist will you focus on the most while completing your draft? Why?

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Nongraded Activities and PreparationTopic Sentences

Resource: Center for Writing Excellence, located under the Library tab of the student website. 

        Click Library.         Go to the Center for Writing Excellence.         Click Tutorials & Guides.         Click the Grammar and Writing Guides under Grammar Tutorials.         Click on Writing Style.         Click Topic Sentence.

 

   

Review the information provided.

Nongraded Activities and PreparationIntroduction and Conclusion

Resource: Appendix B  Follow the directions in Appendix B to complete the following exercises on MyWritingLab®: 

        Introductions and Conclusions

   

Nongraded Activities and PreparationDevelopment of Body Paragraphs

Resource: Appendix B  Follow the directions in Appendix B to complete the following exercises on MyWritingLab®: 

        Paragraphs: Development of Body Paragraphs

   

IndividualRough Draft

Resource: Appendix E Write a draft of at least 900- words that includes your introduction, body, and conclusion. Use the following to write your draft: 

        Develop an introductory paragraph for your essay. Include your thesis statement in this paragraph.

         Use your topic outline in Appendix E from Week Four as a guide to develop topic sentences and appropriate types of supporting paragraphs for the body of your essay.

         Develop a concluding paragraph to sum up the main ideas in your entire paper. Avoid adding any new information into the concluding paragraph.

         Include appropriate transitions within and between paragraphs.

 Post your draft essay as an attachment.

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 Week Eight: Revising and Editing the Essay  Details Due Points

Objectives 8.1   Implement writing tools to revise and edit an essay.8.2   Use sentence transitions and sentence variety correctly.

   

Reading Read Ch. 8 of Writing for Success:  

        Section 4.1: Understanding the Importance of Revising and Editing         Section 4.2: Major Issues in Revising: Unity and Coherence         Section 4.3: Major Issues in Revising: Being Clear and Concise

   

Reading Read this week’s Electronic Reserve Readings.    

Participation Participate in class discussion. 01/29/12 2

Discussion Questions

1. As you revise your essay, what important components should you look for?

2. What is the difference between revising and editing? Which do you struggle with the most? Why is it difficult to do both at once? Which should be done first and why?

3. Is it important to be objective when receiving feedback? Can your objectivity—or lack of it—affect your use of feedback when revising your rough draft? How, and why?

4. There is no science to how long paragraphs should be. What techniques do you use, or will you use, to ensure that your paragraphs are an appropriate length?

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Nongraded Activities and PreparationSentence Variety  

Resource: Appendix B  Follow the directions in Appendix B to complete the following exercises on MyWritingLab®:

        Paragraph to Essay: Sentence Improvement, Varying Sentence Structure

 Post your exercises for faculty review.

   

IndividualRevision Practice

Resources: WritePointSM and the Plagiarism Checker in the Center for Writing Excellence, located under the Library tab of the student

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website Submit your draft essay to WritePointSM and the Plagiarism Checker. Analyze the feedback provided by the WritePointSM and Plagiarism Checker reports. Write a paragraph of 150- to 300- words that summarizes the revision changes recommended. Be sure to examine the following questions and provide examples to support each response: 

        Does each topic sentence directly address the thesis as well as state the topic?         Does each paragraph have an effective closing that reinforces the main point?        Is the essay coherent? Does it flow from beginning to end?          Is the order of the support logical and effective?         Does the essay provide strong evidence to support any opinions?         Does the essay reflect on the evidence and explain its importance?         Does the essay use strong transitions between sentences and between paragraphs?

 Write a paragraph of 150- to 300- words that summarizes the next steps to be taken in the revision process. Post the paragraphs, the WritePointSM review, and the Plagiarism Checker report as attachments.

 Week Nine: Completing the Essay  Details Due Points

Objectives 9.1   Integrate feedback into the revision process of an essay.9.2   Apply the steps in the writing process to complete an essay.

   

Reading Read Ch. 8 of Writing for Success.    

Reading Read Ch. 9 of Writing for Success.    

Participation Participate in class discussion. 02/05/12 2

Discussion Questions

1. What types or sources of feedback do you find most effective as you work toward completing your final paper? Why?

2. Which university resources have you been using to help you be a more effective student? How might those resources help you be more effective in your next course?

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3. What steps will you take to ensure that your writing continues to improve throughout your college experience?

4. Which part of the writing process was easiest for you? Why? Which part was the most difficult? Why?

Nongraded Activities and PreparationToolwire® Writing Mentoring Through the CWE

Access the Toolwire® Learnscape: Writing Mentoring Through the CWE through the link located on the student website.  Complete the Learnscape Activities.

   

IndividualCompare-and- Contrast Essay

Resource: Appendix A Write a 1,050- to 1,400-word final draft of your compare-and-contrast essay. Include the following elements in your essay:  

        An introduction paragraph that includes your thesis statement         At least three body paragraphs         Appropriate transitions within and between paragraphs        A conclusion paragraph 

Post your paper as a Microsoft® Word attachment.

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