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UMBC
ENGLISH 100A (10)
FRESHMAN COMPOSITION
SPRING 2011

Instructor: Dave Goodwin

Office hours: T/TH 4:30-5:30 pm (or by appointment)
Location: FA 447B
Email address: dgoodw1@umbc.edu

COURSE DESCRIPTION
Composition is a course in expository writing. This means students write about ideas—
comparing and contrasting them, defining and analyzing them, and looking at their causes
and effects. They write essays—the word “essay” originally meant to “weigh out, to
examine”; then, it came to mean an “attempt or a test of one’s abilities.” Today, to write
an essay is to write an examination of an idea, to try out that idea, to weigh it.
Composition focuses on the identification of an idea (thesis), the support of the idea
through facts, examples, and details (development), the arrangement of the material
(structure), and the presentation of the idea and its support in a vigorous and engaging
manner (style). To fulfill this goal, instructors may use discussions, lectures, individual
and group work, and research using traditional texts and methods as well as research
using new media. The process of writing is emphasized—not just the end product—from
planning and drafting through revision. In composition class the student produces about
five essays, a total of 20-30 pages of formal writing, in addition to other assignments that
help students research and develop their writing and research skills.

COURSE OBJECTIVES
Upon succesfully completing this course, students will be able to:
• Use writing and reading for inquiry, critical thinking, and communicating
• Engage in a multiple-step writing process (i.e. planning, drafting, revising), both
independently and collaboratively, in a computer-based environment
• Construct essays that explore sound questions or hypotheses and contain specific,
concise thesis statements that make clear assertions, and which employ unified
paragraphs in a coherent order
• Locate, evaluate, analyze, and synthesize information from a varied range of
appropriate sources, including scholarly sources and emerging technological
sources
• Integrate their own ideas with those discovered in their sources
• Use academic documentation (such as MLA) correctly to cite and list sources
• Support assertions with appropriate evidence
• Acknowledge and respond in their writing to opposing positions
• Recognize the purpose, audience, and format for different types of written
documents
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• Use tone, word choice and style in writing, in assignments designed to encourage
development of voice
• Follow the conventions of standard written English to a dgree that minor
departures do not interfere with reading ease or comprehension
• Describe their personal progress with writing, ongoing challenges, and effective
strategies for continued growth

COURSE REQUIREMENTS
REQUIRED TEXTS AND MATERIALS (Available at the UMBC Bookstore)

 Kennedy, X.J. The Brief Bedford Reader 10th Ed. Boston. Bedford/St. Martin’s.
2009.
 Hacker, Diana. Rules for Writers 6th Ed. Boston. Bedford/St. Martin’s. 2009.

REQUIRED COURSEWORK
Four formal completed essays, an in-class essay, un-graded writing, homework, and in-
class contributions determine the extent to which the student has mastered the course
objectives. The final course grade breaks down as follows:

 Essay I Narrative Essay 15%

 Essay II Compare/Contrast Essay 15%
 Essay III Persuasive Essay 15%
 Essay IV Researched Argumentative Essay 25%
 CD Project 15%
 Homework/class participation 15%
Course Grade 100%

ESSAYS (FORMAL WRITTEN WORK)

Students submit their typed essay drafts at the beginning of class on the due dates
indicated on the syllabus. Detailed assignment sheets will be distributed and discussed
extensively in class, and draft workshops held to help students through the writing
process. Each formal essay will receive comments and a grade indication. Students are
encouraged to revise their work and resubmit new versions of their essays with the last
graded copy attached. Students must also attach a memo to the teacher describing the
revision they have done. Revised essays must be turned in within a week after they are
returned.

IN-CLASS CONTRIBUTIONS
The quality of work, both written and verbal, and the degree of preparation you bring to
each class session, such as reading responses, comments, and workshop drafts, affects the
quality of the classroom experience for all of its members. Because the work you produce
is designed to enhance collaborative learning in the classroom, these written materials
cannot be "made up" or turned in outside of class: you must be present, on time, and
prepared in order to receive credit for your contributions. You earn contribution credit
every time you come to class promptly and contribute positively. You lose it for absence,
lateness, and negative or disruptive behavior such as chatting with classmates on
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unrelated topics, sleeping, etc. Contribution credits are earned by bringing required
materials such as drafts, assignments, and by participating significantly in discussions,
group work, and workshops.

COURSE POLICIES
These policies may seem like just basic common sense to most (I hope all) of you, but I
always include them, in the best interests of the whole class. When you enroll in college
courses, you expect that instructors will do their best to ensure a good learning
environment, one in which we can concentrate on the material and feel comfortable
sharing ideas and asking questions. Nearly all students do their part to be respectful of
others and consider it common sense and courtesy to be on time to class, leave only
during designated breaks, etc. But, just in case there’s a problem or conflict, it’s good to
have our ground rules in writing.

ATTENDANCE AND COURTESY

Students are expected to attend all classes and to be on time. Since in-class contributions
are 15% of the final course grade, those students who arrive promptly and remain for the
entire class session, have the best opportunities to earn the highest grades in participation.
Students who experience significant and unavoidable problems, such as extended illness,
family emergencies, etc., must contact me as soon as possible to discuss possible
extensions on the formal written work; however, any student who (for any reason) does
not turn in four formal essays cannot pass the course. Missing class (for whatever
reason) will affect a student’s grade: 4 classes/1 grade; 5 classes/2 grades, etc.
Students who disrupt class to an unreasonable degree with late arrivals, leaving and
returning to the classroom, leaving early, or other non-productive activities, even after
discussions with or reminders from me, may be considered to be “absent” for a session.
Also, please be sure to turn off all beepers and cell phones when in class, or, in
emergencies, to set alerts to “silent” or “vibrate” mode.

CANCELLED CLASSES.
If assignments are due (except essays) on a day that the college is closed, the new
due date is the next class session. In the event that I have to cancel a class
unexpectedly, a notice will be posted on the classroom door with instructions
regarding the schedule.

ASSIGNMENT FORMAT AND DOCUMENTATION REQUIREMENTS

All essays will be in MLA format. MLA format will be taught in class and can be
referenced in the Bedford Handbook and Rules for Writers.

METHODS: The format for this writing class is primarily workshop rather than lecture.
Through oral and written responses, and guided by me, you and your classmates will help
each other define writing topics, generate ideas and prepare drafts for other academic
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readers. You will write first drafts to discover what you want to say and second drafts to
determine the structure of your arguments; you will receive peer response on both and
then write a third draft to revise for clarity and grace.

ASSIGNMENT DEADLINES AND EXTENSIONS

Essays are due on the assigned dates (see the syllabus). A late paper will be
penalized 10% for each calendar day it is overdue. After 1 week, an essay not
turned in will receive a zero. In-class contribution activities, including essay drafts, are
due in class on the dates indicated on the syllabus, and lateness will affect the in-class
contribution grade. The window for all papers, regardless, is one week. Homework
not turned in on time will only be accepted by the next class (at 50% credit).

STUDENT RESPONSIBILITY
Students are responsible for maintaining copies of all of their written work, on flash drive
and on paper. In the event of lost work or missed classes, students are still expected to
produce copies of assignments, and/or gain access to notes, announcements and session
material.

EXTRA HELP
When you feel the need for more guidance with your writing, there are a few places to
go. You can schedule an appointment with me or go to:
• The Writing Center. On the first floor of the library, the Writing Center has a
staff of trained tutors who work with students one-on-one to help them develop
ideas, improve organization and flow, and understand grammar and punctuation.
The Writing Center is not an editing service, but a resource to help students
become stronger writers and editors of their own work. No appointment
necessary. Students should bring two copies of their writing if possible, and also
the assignment sheet. Go to umbc.edu/lrc/writing_center or call x5-3126.
• The English Language Center (ELC). This is an important resource for ESL
students, offering a wide variety of courses and programs, including tutoring and
conversation partners. Go to umbc.edu/elc or call x5-2831.

PLAGIARISM
Plagiarism means using words, opinions, or factual information from another person
without giving the person credit. There are two kinds of plagiarism: the intentional
misrepresentation of another person’s writing as one’s own, or the failure to give credit to
the source of an idea or quote, even if this is an accidental oversight. Writers credit their
sources by using accepted documentation styles, such as MLA. They are sometimes
confused about where they need to do this. Freshman Composition emphasizes that it’s
not just direct quotations that need to be cited—paraphrases and summaries of others’
opinions or facts also need citations. However, the information does not need to be cited
if it fits one of these three criteria:
1. It can be obtained from a wide variety of easily available sources
2. It represents the student’s own opinion, or findings from his or her own unique
research
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3. It is common knowledge—something the average person knows and can agree on.
One warning about common knowledge: what is common knowledge for one
audience may not be so for another. In such situations, keep the reader in mind
and make your citations “reader friendly.” In other words, provide a citation for
any piece of information that your reader might want to investigate further. When
in doubt, cite!
Instructors take plagiarism extremely seriously, and report any concerns to UMBC’s
Academic Conduct Committee. Penalties can range from failing an assignment to failure
of the course or even expulsion. For information on UMBC policies regarding plagiarism
and academic integrity, see umbc.edu/integrity.

ACADEMIC INTEGRITY
By enrolling in this course, each student assumes the responsibilities of an active
participant in UMBC's scholarly community in which everyone's academic work and
behavior are held to the highest standards of honesty. Cheating, fabrication, plagiarism,
and helping others to commit these acts are all forms of academic dishonesty, and they
are wrong. Academic misconduct could result in disciplinary action that may include, but
is not limited to, suspension or dismissal. To read the full Student Academic Conduct
Policy, consult the UMBC Student Handbook, the Faculty Handbook, or the UMBC
Policies section of the UMBC Directory.

ENGLISH 100A CALENDAR

You are expected to read and respond to the assignments before the class they are
listed below so that you are prepared to question, discuss, and write in class. Some
limited assignment and reading changes may be made in response to class progress
and interest. The abbreviations “BR” and “RW” refer to the two required texts, The
Bedford Reader and Rules for Writers, respectively. Students are expected to bring
the Bedford Reader to every class session. Right reserved to change the syllabus as
deemed necessary.

WEEK ONE ASSIGNMENTS

TH 1/27 Introductions
Discuss syllabus
Hand out Homework Assignment #1

WEEK TWO
T 2/1 CH 1 Bedford
In-class writing: Diagnostic Essay
TH 2/3 CH 2, 3 Bedford
Reading and thinking critically
WEEK THREE
T 2/8 CD Project assignment
Basics of MLA format
Hand out Homework Assignment #2
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TH 2/10 Ch 4 BR
Hand out Homework Assignment #3
HW #2
WEEK FOUR
T 2/15 Writing Center Tour: meet in front of the library
Ch 5, 6 BR
HW #3
TH 2/17 Credos
Pizza Dude
Bull Durham
Music
Assign readings
CD 1
WEEK FIVE
T 2/22 Believe examples
Opening paragraphs: voice
Memorable writing
Hand out Narrative assignment
CD 2
TH 2/24 Titles
Intro paragraphs
Thesis statements
Peer Workshop
Essay 1.1 (first draft due)
WEEK SIX
T 3/1 Revision
Hand out assigned readings
CD 3
Essay 1.2 (second draft due)
TH 3/3 Go over readings
Handout Homework Assignment #4
Hand out Essay #2 assignment
Essay 1.3 (final draft due)
WEEK SEVEN
T 3/8 Ch 7 BR
CD 4
HW #4
TH 3/10 Conclusions
Target audiences
Peer Workshop
Quotations/in-text citations
Essay 2.1
WEEK EIGHT
T 3/15 Movie
Peer Workshop
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CD 5
Essay 2.2 and Sentence outlines
TH 3/17 Movie
Hand out Homework Assignment #5
Essay 2.3 due
WEEK NINE
T 3/22 SPRING BREAK
TH 3/24 SPRING BREAK
WEEK TEN
T 3/29 Ch 13 BR
Pathos/logos/ethos
Hand out Essay #3 assignment
HW #5
CD 6
TH 3/31 Peer Workshop
Essay 3.1
WEEK ELEVEN
T 4/5 Peer Workshop
Hand out Homework #6
CD 7
Essay 3.2 and Sources
TH 4/7 Library Orientation
WEEK TWELVE
T 4/12 Discussion
Hand out Essay #4 Assignment/Annotated Bibliography
CD 8
Homework #6
Essay 3.3
TH 4/14 Movie
Essay 4 discussion
Research paper
WEEK THIRTEEN
T 4/19 Movie
CD Project due
TH 4/21 Research paper workshop
WEEK FOURTEEN
T 4/26 Research paper workshop
Conferences
Annotated Bibliography due
TH 4/28 Research paper workshop
Conferences
WEEK FIFTEEN
T 5/3 Peer Workshop
Essay 4.1 (only draft)
TH 5/5 Essay 4.3 (Final draft)
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LAST DAY TO ADD/DROP CLASSES: 2/8/11!!