Amy Leonard - English

EWRT 2: Living Locally, Thinking Globally

EWRT 2

Instructor: Amy E. Leonard

Office Location: F-61-E

Office Hours:

Mondays 12:30-2:30 in F61-E

Tuesdays: by Appt only

Wednesday 8:30-9:30 in F61-E

Thursday 12:30-1:30 in F61-E

Catalyst Page: Catalyst.denaza.edu               

REQUIRED TEXTS:

1.      The Easy Writer by Lunsford 5th edition

2.      Writing Logically, Thinking Critically by Cooper & Patton 7th edition

3.      Stuffed and Starved: The Hidden Battle for the World Food System by Patel 

 

REQUIRED MATERIAL:

 

1.      Various handouts to download and print from the course website

2.      An email address and internet access (this is essential!!)

3.      A three-ring binder to keep your papers and handouts from class

4.      A composition, notebook, or journal or binder paper for notes and journal entries.

5.      A two-pocket folder for essay assignments

6.      A USB Drive

                    

Course Description:

Development of critical thinking skills and application of these skills to reading and writing. Academic (analytical, argumentative) writing based on reading of complex texts. Outside research leading to analysis, comparison, and synthesis in a documented research paper. Prerequisite: English Writing 1A.

Student Learning Outcomes: 

Student Learning Outcome Statements (SLO)

• Student Learning Outcome: Apply critical thinking skills to writing and complex readings.

 

• Student Learning Outcome: Demonstrate academic (analytical, argumentative) writing based on reading of complex texts.

 

• Student Learning Outcome: Demonstrate analysis, comparison, synthesis, and documentation of independent research

 

 

GRADE SCALE:

98-100%=A+

87-89%=B+

77-79%=C+

67-69%=D+

59% and below=F

94-97%=A

83-86%=B

73-76%=C

63-66%=D

 

90-93%=A-

80-82%=B-

70 – 72 = C-

60-62%=D-

 

If you wish to challenge a grade or discuss a grade, you must wait 48 hours until after the grade and you must provide a typed 1-2pg letter explaining:

  • o    (1) why you feel the grade was incorrect,
  • o    (2) what revision/opportunity you would like to be granted and how that fits with the syllabus policies
  • o    (3) when in the space of the quarter, you would complete the revision/opportunity. 

**I will occasionally announce extra credit assignments.

GRADES “The 1000 Point Quarter”

Assignment

Value

Your Score

Essay #1 (1000+ Words) Definition Wars

100 points

 

Essay #2 (1000+ Words) Data Analysis

100 points

 

Essay #3 (1000+ Words) Annotated Bibliography

100 Points

 

Midterm Project:  Essay #4 The Visual Paper

100 Points

 

Essay #5 Research Paper (1,500 words minimum) 

200 points

 

Final Debate

100 points

 

Quizzes

  75 points

 

Participation

100 points

 

Journals & other homework

125 points

 

 

 

 

Total Points

1,000

 

 
 

 

 Class Grading Rubric:

 A = Excellence in all areas of the assignment.
1. This essay appropriately and adequately addresses the assignment.
2. It is well organized with a powerful thesis, a clear introduction, body, and conclusion; each paragraph has a
topic sentence, three or more supporting points, and a clear transition sentence; and each paragraph contains a
quote from course material.
3. The essay contains developed collegiate vocabulary and sophisticated sentence mechanics (use of semicolons
and colons, for example); there are no fragments or run-ons. It lacks grammatical slips, such as comma
misusage.
4. The essay has a strong, clear voice and is well argued and persuasive.
5. The essay has no spelling errors.
6. It is in proper MLA format, with proper use of quotation and citation style.
7. This is a very original essay with voice and style.
8. Absolutely no plagiarism.

 

B = Competence in all areas of the assignment.
1. This essay addresses the assignment, but may have missed a relevant point or left part of the argument
undeveloped in one of the paragraphs.
2. It is well organized and has a clear introduction, body, and conclusion, but the thesis may be weak or unclear.
The paragraphs may lack enough supporting evidence or quoted material, but they all have a topic sentence and
transition sentence.
3. The essay contains collegiate vocabulary and sophisticated sentence mechanics, but may contain a few wrong
word choices and word usage errors (affect versus effect, to versus too). May have one or two fragments or runons.
4. The essay has a clear voice but because it is missing some supporting ideas, it is not entirely persuasive.
5. It contains few or no spelling errors.
6. It is in proper MLA format, with proper use of quotation and citation style.
7. There is an emerging sense of voice and style.
8. Absolutely no plagiarism.

 

C =Low-level Competence in all areas of the assignment.
1. This essay only partly addresses the assignment, having missed relevant points or left part of the argument
undeveloped.
2. It is roughly organized, but may not have a clear introduction or conclusion, and the thesis may be weak or
unclear. The paragraphs lack enough supporting evidence and quoted material. They may not all have a topic
sentence and transition sentence.
3. The essay contains a static vocabulary and a few wrong word choices and word usage errors (affect versus
effect; to versus too). May have fragments or run-ons. May have several grammar errors (such as comma usage).
4. The essay has a weak and inconsistent voice. Because it is missing some supporting ideas, it is not entirely
persuasive.
5. No spelling errors.
6. It is in sloppy MLA format, without proper use of quotation and citation style.
7. It lacks its own voice and style.
8. Absolutely no plagiarism.

D = Inadequate Competence in all areas of the assignment.
1. This essay barely addresses the assignment, having missed many relevant points or left part of the argument
undeveloped.
2. It is roughly organized, has no clear introduction and conclusion, and no thesis. The paragraphs lack
supporting evidence and quoted material. They do not have a topic or transition sentence.
3. The essay contains a static vocabulary and several wrong word choices and word usage errors. It contains
fragments and run-ons, as well as several grammar errors.
4. The essay has a weak and inconsistent voice. It is not at all persuasive.
5. It contains spelling errors.
6. It is in sloppy MLA format, without proper use of quotation and citation style, but absolutely no plagiarism.



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Last Updated: 4/4/14