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Syllabus for English 101.Reardan High School Room 106: College Composition
Course Meeting Days and Times: M-F
Course Meeting Location: Reardan High School Room 106
Instructor: Mr. Robert Swannack
Office: Reardan High School Room 106
Hours: 8:00 AM to 3:30 PM
Email: bswannack@reardansd.net
Phone: 509-796-2701 Extension 4106
Web Address: Google Drive - Swannack
NOTE: This Syllabus and Schedule are subject to change. I’ll let you know if that happens.
Course Description: English 101 provides opportunities for students to develop and enhance their written communication skills, stressing the organization, development, and support of ideas and perspectives in exposition and argumentation as public discourse. Additionally, English 101 familiarizes students with library resources and application of the rules and conventions of Standard American English.
University Policy:
Students who are enrolled in English 101 must complete the course with a grade of 2.0 or better in order to move on to English 201 and to graduate from Eastern Washington University.
English 101 Course Goals:
By the end of English 101, students will be able to
Read, comprehend, and analyze a variety of popular and/or scholarly texts.
Identify and analyze the elements of the rhetorical situation, including genre, context, purpose, audience, subject, stance, and author.
Use academic discourse to compose a variety of analytical, argumentative, and reflective texts that appeal to an academic audience.
Generate mostly error-free texts that include focused topics that are controlled by implicit/explicit theses (points), supported by main ideas, developed with evidence, and organized in ways that influence a particular audience to think, feel, or act as a result of the information presented.
Analyze, use, and document evidence (examples, quotations, paraphrases etc.) from secondary sources to supplement and complement the student’s own writing.
Compose in a voice, tone, and style that is appropriate for the target audience and specific purpose.
Develop a recursive and collaborative writing process that includes planning, drafting, revising, organizing, editing, and proofreading. Move to the beginning?
Identify and analyze logical fallacies in their own and others’ writing.
Collaborate in small and large peer-groups for the purpose of sharing relevant ideas, respectful opinions, and constructive feedback.
Identify areas in their own and in peers’ writing where revisions are needed to create texts that will appeal to specific audiences.
English 101 Curriculum Overview – EWU in the High School
Mr. Swannack
Major Assignments
1. Habits of Mind Mini-Essay
2. Essay Exam/Critical Reading
3. Literacy Autobiography, 3-5 Pages
4. Argumentative Essay, 5-7 Pages (plus worksheet)
a. Step One: Analysis Worksheet
b. Step Two: Researched Argument
5. Reflection/Self Evaluation Paper, 2-3 Pages
6. Writing Portfolio
a. Note: The portfolio must include all revisions of the autobiographical paper, persuasive paper, and one draft of the reflection/self-evaluation paper; only portfolios that include substantial revisions of each of the two major assignments will be accepted.
Course Description – English 101: College Composition: Exposition and Argumentation: 5 Credits
Provides opportunities for students to develop and enhance their written communication skills. Stresses the organization, development, and support of ideas and perspectives in exposition and argumentation of public discourse (written or spoken communication or debate). Familiarizes students with library resources and application of the rules and conventions of Standard American English (MLA).
Course Goals
By the end of English 101, students should be able to:
1. Read, comprehend, and analyze a variety of popular and/or scholarly texts.
2. Identify and analyze the elements of the rhetorical situation (the art of effective or persuasive speaking or writing, especially the use of figures of speech and other compositional techniques situation) including context, purpose, audience, subject, and author.
3. Use academic discourse to compose a variety of analytical, argumentative, and reflective texts that appeal to an academic audience.
4. Generate mostly error-free texts that include focused topics that are controlled by implicit/explicit theses (points), supported by main ideas, developed with evidence, and organized in ways that influence a particular audience to think, feel, or act as a result of the information presented.
5. Analyze, use, and document evidence (examples, quotations, paraphrasing, etc.) from secondary sources to supplement and complement the students’ own writing.
6. Compose in a voice, tone, and style that is appropriate for the target audience and specific purpose.
7. Develop a recursive (characterized by recurrence or repetition, in particular) and collaborative writing process that includes planning, drafting, revising, organizing, editing, and proofreading.
8. Identify and analyze logical fallacies (a mistaken belief, especially one based on unsound argument) in their own and others’ writing.
9. Collaborate in small and large peer-groups for the purpose of sharing relevant ideas, respectful opinions, and constructive feedback.
10. Identify areas in their own and in peers’ writing where revisions are needed to create texts that will appeal to specific audiences.
Required Texts:
1. They Say/I Say Third Edition (Gerald Graff and Cathy Birkenstein)
2. The Little Seagull Handbook Third Edition (Richard Bullock, Michael Brody, and Francine Weinberg)
3. Everyone’s An Author with Readings Second Edition (Andrea Lunsford, Michal Brody, Lisa Ede, Beverly J. Moss, Carole Clark Papper, and Keith Walters)
At age eighteen, Joe Mann’s dreams are as vast as the sky is wide. He wants his life to count but feels trapped on his eastern Washington farm. His reckless and impulsive traits immerse him in conflict as he fights against the wrongs in his small town.
After finding true love, he is thrust into World War II, putting his dreams on hold. A sadistic Army officer threatens to destroy his reputation and career as a paratrooper. Wishing to prove his mettle, he readies himself for the invasion of Normandy, only to miss it because of a training injury. Will Operation Market Garden be his opportunity for redemption? Parachuting into Holland, he finds himself surrounded and outnumbered by the enemy. Would his impulsiveness cost him his life? Could he lay down his life for his friends?
Innocent, inspiring, and dangerous, this story of Joe Mann is filled with heart-pounding suspense. A Greater Destiny is a beautiful story of love, obsession, conflict, faith, and discovering what matters most. This novel is based on the true story of Medal of Honor Recipient, Joe E. Mann, 101st Airborne Division.
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