ENGL 111 & 070: English Composition I with Workshop
Curriculum Support Leader, Fall 2015-Spring 2016: Charlie Bondhus
The course outline is the college's official statement about the core requirements of the course, including its grade determinants, educational goals and learning outcomes. Its purpose is to explain the course requirements to faculty and to other colleges that need to know what the course officially covers in order to evaluate credits for transfer.
This is NOT the common syllabus that you distribute to your students. Scroll down to the "Syllabi" section below to find the common syllabus template that you should use for constructing the syllabus that you hand out on the first day of class.
NOTE: All textbooks in the course outlines are subject to change. Please see the "Textbooks" section below for the most current information about required texts.
ENGL 111 course outline (.pdf)
ENGL 070 course outline (.pdf)
Instructors may choose either option below for English Composition I with Workshop:
Graff, Gerald, Cathy Birkenstein, and Russel Durst. They Say/I Say with Readings. 3rd. ed. New York: W. W. Norton, 2015 [publisher's site]
Option #2 (both texts required):
Comley, Nancy, et al. Fields of Reading. 10th ed. Boston: Bedford/St Martin's, 2013 [publisher's site]
Graff, Gerald, Cathy Birkenstein, and Russel Durst. They Say/I Say, 2nd. ed. New York: W.W. Norton, 2009 [publisher's site]
[Note: This is the version of They Say/I Say without readings.]
Note about online resources for Fields of Reading: The 10th edition of Fields of Reading now comes automatically bundled with an access code to online resources. The only way this edition is sold is with the access code. Whether or not you use the online resources is entirely up to you. In order for you to access these resources, you will need to email the sales rep, Kelli Goldenberg, and request access. Make sure to mention the title of the book in your email.
English Composition I with Workshop Common Syllabus:
Updated for Fall 2015: Instructors should use the departmental common syllabus for English Composition I with Workshop (.docx) as a template for creating their own syllabus for the course. It includes statements about important policies that students need to be aware of. Instructors are free to choose which readings to assign from the required texts.
Sample Syllabi Based on the Common Syllabus:
Karen Gaffney's syllabus using They Say/I Say with Readings, Fall 2013 (.doc)
Karen Gaffney's daily agendas: Below are links to daily lesson plans for Karen Gaffney's English Composition I with Workshop class. They were used in the Spring 2011 semester but can be easily adapted to any semester. Note that the final exam was during final exam week instead of the last day of the lab. These agendas were originally designed for a Tuesday/Thursday lab schedule but can be easily modified for a Monday/Wednesday lab schedule. If you have any questions about any of the details on the agendas, contact Karen Gaffney.
Daily agendas for essay #1 (classes 1-19)
Daily agendas for essay #2 (classes 20-31)
Daily agendas for essay #3 (classes 32-42)
Daily agendas for essay #4 (classes 43-55)
Sample reading schedule using Fields of Reading, Charlie Bondhus (.doc)
Sample Out-of-Class Essay Assignments:
Note: Since in-class essays are considered to be exams, sample in-class essay assignments are not posted here. Faculty who would like to see sample in-class essay assignments should send their request to the Adjunct Liaison.
Recommended Essay Assignment Goals:
Instructors need to consider how the skills developed in each essay assignment build upon the skills developed in the previous assignments. The English department recommends that instructors incorporate this sequence of goals into their out-of-class essay assignments.
Sample Assignments Based on the Recommended Goals Using They Say/I Say with Readings, 2nd edition:
Karen Gaffney's out-of-class essay assignments (Fall 2013):
Essay #1 (.doc)
Essay #2 (.doc)
Essay #3 (.doc)
Essay #4 (.docx)
Sample Assignments Based on the Recommended Goals Using Fields of Reading:
Suggested readings for essay assignments using Fields of Reading, Charlie Bondhus
Essay #1, Charlie Bondhus (.doc)
Sample Classroom Activities and Handouts:
Sample First-Day Diagnostic Prompts
Sample diagnostic Spring 2013 (Facebook and stress) (.docx)
Sample Grading Rubric, Karen Gaffney (.doc)
Sample Grading Rubric, Alexa Offenhauer (.doc)
Sample Grading Rubric, Bill Sowder (.pdf)
Sample Grading Rubric for In-Class Essays, Justin Felix (.docx)
Sample Grading Rubric for Class Participation, Mary Saraco (.doc)
Sample Grading Rubric for Class Participation, Karen Gaffney (.docx)
Pre-Reading Exercise, Karen Gaffney (.doc)
Critical Reading Steps, Karen Gaffney (.doc)
Critical Reading Step 4: Identify the Author's "They Say" and "I Say," Karen Gaffney (.docx)
Zinczenko's "Don't Blame the Eater" (annotated), Karen Gaffney (.pdf): a copy of Zinczenko's essay annotated to demonstrate how to use the five Critical Reading Steps.
Reading Activity for Essays on Higher Education in TSIS with Readings, Karen Gaffney (.doc)
Reading Activity for Dana Stevens, Steven Johnson, and Gerald Graff, Karen Gaffney (.doc)
Reading Questions for Paul Krugman, Andy Manno (.docx)
Reading Questions for Radley Balko, Andy Manno (.docx)
Reading Questions for Antonia Peacocke, Andy Manno (.docx)
Reading Questions for David Zinczenko, Andy Manno (.docx)
Identities Exercise using Anzaldua, Charlie Bondhus (.doc)
Reading Questions for King, Obama, Sontag, Berger, "Soldiers' Stories," Carr, and Thompson, Charlie Bondhus (.doc)
Reading with a Critical Eye on Ideas and Argument, Bill Sowder (.doc)
Analyzing War Images, Gen Van Doren (.docx): This exercise asks students to analyze media images of war in connection with Berger's and Sontag's essays in Fields of Reading
Argument Map for William Moller, Chris Oatis (.docx): This exercise asks students to break down the "moves" that Moller makes in his essay in They Say/I Say with Readings.
Preparing to Write: Gathering Ideas, Creating a Thesis, Organizing an Argument, etc.
General Outline for an Essay, Karen Gaffney (.doc)
Essay 1: Chart for Reviewing Authors' Arguments, Karen Gaffney (.doc)
Understanding Thesis Statements, Karen Gaffney (.doc)
Crafting a Thesis Statement, Charlie Bondhus (.doc)
Sample Thesis Statements, Charlie Bondhus (.doc)
Preparing to Write Essay 1, Karen Gaffney (.doc)
Preparing to Write Essay 2, Karen Gaffney (.doc)
Preparing to Write Essay 2 Using Templates, Karen Gaffney (.doc)
Preparing to Write Essay 3, Karen Gaffney (.doc)
Preparing to Write Essay 4--Drafting a Thesis, Karen Gaffney (.doc)
Preparing to Write Essay 4, Karen Gaffney (.doc)
Preparing to Write Essay 4 Using Templates, Karen Gaffney (.doc)
Connecting Research to Areas of Support, Andy Manno (.docx)
Building Quote Sandwiches with Your Research, Andy Manno (.docx): This is a follow-up to the handout "Connecting Research to Areas of Support."
Building Body Paragraphs Around Quotes, Andy Manno (.doc)
Deepening Analysis Using Strategies from TSIS, Andy Manno (.docx)
Reflecting on Writing, Justin Felix (.doc)
Audience Awareness Activity, Gina Cannizzo (.doc)
TSIS Ongoing Review, Mary Saraco (.doc): This exercise asks students to review how they've been applying the strategies in TSIS to their own writing.
Fakebook worksheet part 1 and part 2, Chris Oatis (.docx): These exercises are useful for helping students to begin an essay that asks them to analyze a piece of pop culture. Students create a Fakebook profile for the author whose essay they want to use for the paper. They then Google five different topics that may be of interest to that author and comment about those topics in the persona of the author on the Fakebook profile. Part 1 helps students connect the pop culture to the author's essay; part 2 helps students develop a thesis statement for their own essay.
Peer Workshop for Essay 1, Karen Gaffney (.doc)
Peer Workshop for Essay 2, Karen Gaffney (.doc)
Peer Workshop for Essay 3, Karen Gaffney (.doc)
Preliminary Peer Workshop for Essay 4, Karen Gaffney (.doc)
Peer Workshop for Essay 4, Karen Gaffney (.doc)
Essay 1 Revision Checklist, Karen Gaffney (.doc)
Essay 2 Revision Activity, Karen Gaffney (.doc)
Common Grammar Errors, Karen Gaffney (.doc)
Grammar Quiz, Karen Gaffney (.doc)
Library information literacy session worksheet for ECI and ECIW, revised October 2013 (.docx). This is the worksheet that students in all sections of ECI and ECIW are given at the library information literacy session.
How to Write Summaries of Research Sources, Mary Saraco (.docx)
Library Review Quiz, Karen Gaffney (.doc)
Coming Up with a Working Thesis for Essay #4, Charlie Bondhus (.doc): This handout was used in English Comp I Honors in Fall 2011 and refers to essays in the reader Taking Sides: Social Issues.
"Txtng is killing language. JK!!!": This 14-minute TED Talks video featuring John McWhorter connects well with David Crystal's "2b or Nor 2b?" in They Say/I Say with Readings.
"This is Water": David Foster Wallace reads his commencement speech at Kenyon College in 2005. The full speech is 23 minutes long; you may want to show only excerpts of it in class. The speech is included in the higher education unit of They Say/I Say with Readings.
Interview with Mike Rose about his book The Mind at Work. This nine-minute interview complements his essay "Blue Collar Brilliance" in They Say/I Say with Readings.
"A Generation Hobbled by the Soaring Cost of College." This New York Times article from May 12, 2012 raises issues that link to the readings in the higher education unit in They Say/I Say with Readings. It includes a seven-minute video, "Graduating Into Debt," that showcases the experiences of recent college graduates with large debt.
Charles Murray on Book TV speaks about his thoughts on "real education" and the number of students who attend college. This video (about 10 minutes long) directly connects to his essay in the second edition of They Say/I Say with Readings.
Episode of PBS series Now on income inequality in the U.S., original air date August 10, 2007: This 25-minute video touches on issues raised in the readings on the economy in They Say/I Say with Readings.
Interview with Temple Grandin on autism by the Autism Hangout, June 2011. This complements her essay "Thinking in Pictures: Autism and Visual Thought" in Fields of Reading. There's also an HBO movie about Grandin's life released in 2010; you can view a trailer of the film on YouTube.
Fast-Food TV Ads Analyzed by Freeman and Merskin. Here are links to some of the fast food ads that Freeman and Merskin discuss in their essay "Having It His Way: The Construction of Masculinity in Fast-Food Advertising" in They Say/I Say with Readings:
- Hummer ad ("Restore Your Manhood")
- Burger King Fantasy ("Hootie Country Song")
- Burger King Manthem ("I Am Man")
- Arby's Construction Workers
- Subway-Ryan Howard and Jared
- Carl's Jr.-Girlfriend vs. Waitress
- Burger King Stacker Construction ("Stack It High, Big Guy")
College, Inc.: This Frontline documentary directly relates to the issues raised in the Kevin Carey essay ("Why Do You Think They're Called For-Profit Colleges?") in They Say/I Say with Readings. It can be streamed for free from the Frontline website.
Is Wal-Mart Good for America?: This Frontline documentary connects nicely with the essays by Karen Olsson and Sebastian Mallaby in They Say/I Say with Readings. It can be streamed for free from the Frontline website.
Wal-Mart: The High Cost of Low Price: This Wal-Mart documentary is available on YouTube in ten parts. It pairs up well with the Karen Olsson and Sebastian Mallaby essays in They Say/I Say with Readings.
Desert Storm 1991: YouTube video of images from the first Gulf War; connects to Sontag's essay in Fields of Reading.
They Say/I Blog: Join the Conversation: This is a blog hosted by W. W. Norton and Co. that posts entries on the same issues discussed in the readings included in They Say/I Say with Readings. Readers are invited to comment on the postings and join a public conversation on these topics.
"Here's How Little Math Americans Actually Use at Work." This article from The Atlantic discusses the kind of math most Americans need on the job and ties in well with the issues raised by Mike Rose's essay in They Say/I Say with Readings. Article date: April 24, 2013.
"How the Food Industry Manipulates Taste Buds with 'Salt Sugar Fat.'" Fresh Air on WHYY interviews author Michael Moss about his book Salt Sugar Fat: How the Food Giants Hooked Us. The issues that he raises about processed foods relate well to the essays on fast food and obesity in They Say/I Say with Readings. The site includes a brief article describing highlights from the interview; the entire 38-minute interview can also be streamed from the site. Interview date: February 26, 2013.
Project on Student Debt. This website publishes current information about student debt in the U.S. and provides a state-by-state and college-by-college breakdown of the average debt of graduates. It can supplement the readings on higher education in They Say/I Say with Readings.
"Parents' College Support May Not Help College Grades." This New York Times article from January 14, 2013 reports on a study that found that children whose parents provided more money for college earned lower grades. It can supplement the readings on higher education in They Say/I Say with Readings.
This Land: At the Corner of Hope and Worry," New York Times, October 13, 2012: This article on the town of Elyria, Ohio connects to the readings on the American Dream in They Say/I Say with Readings.
"U.S. McDonald's to Put Calorie Counts in Lights," Reuters, September 13, 2012. Connects to the readings on obesity and fast food in They Say/I Say with Readings.
"U.S. Rejects Mayor's Plan to Ban Use of Food Stamps to Buy Soda," New York Times, August 11, 2011. Connects to the "obesity" readings in They Say/I Say with Readings.
Updated 8/10/15 by SA