ENGL 1210 - Composition 1 Credit Hours: 3.00 (3 contact hrs) No credit after ENGL-1180. The focus of this course is the writing of expository and argumentative essays. This course emphasizes logical development of ideas and refinement of personal style. Students who have completed ENGL-1180 successfully should NOT take ENGL-1210. Students will NOT receive credit for both.
Prerequisites: Prerequisite: Placement, or ENGL-0055 or EAPP-1500 with grade C- or better
OUTCOMES AND OBJECTIVES Outcome 1:
Upon completion of this course, students will be able to use various forms of discourse, such as narration, description, exposition, and argument.
Outcome 2:
Upon completion of this course, students will be able to write full essays that incorporate a controlling idea stated in an introduction, developed in the essay, and summarized in a conclusion.
Outcome 3:
Upon completion of this course, students will be able to write sentences that are reasonably free of run-ons, comma splices, fragments, and agreement errors, and will demonstrate a satisfactory mastery of standard spelling, diction, and usage.
Objectives:
In the final essays written for the course the student should be able to fulfill the following requirements:
- Include an introduction that coherently leads to a statement of the main idea (thesis) of the essay.
- Paragraph the essay by a logical plan (e.g. by general steps to a process, by causes, by effects, etc.).
- Link the body paragraphs by transitions, repetition, leading sentences, or parallelism.
- Include topic sentences that accurately state the subdivisions or supporting generalizations of the essay’s main idea.
- Include in body paragraphs only that development which is governed by the topic sentence.
- Use examples, details, definitions, or comparisons to develop the paragraph.
- Include a conclusion that either restates the main idea or summarizes the subtopics or suggests the implications of the subject.
- Avoid sentence structure errors (awkwardness, comma splices, fused sentences, fragments, misplaced modifiers, faulty parallelism, illogical subordination).
- Avoid grammatical errors (agreement, case, pronoun reference, verb forms).
- Maintain a consistent point of view.
- Apply the conventions of punctuation (commas, semi‐colons, colons, apostrophes, italics, quotation marks).
- Avoid misspellings.
- Maintain an appropriate level of diction.
- Use conventional manuscript form.
- Abide by deadlines.
COMMON DEGREE OUTCOMES (Bulleted outcomes apply to the course)
- The graduate can integrate the knowledge and technological skills necessary to be a successful learner.
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- 2. The graduate can demonstrate how to think competently.
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- The graduate can demonstrate how to employ mathematical knowledge.
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- 4. The graduate can demonstrate how to communicate competently.
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- The graduate is sensitive to issues relating to a diverse, global society.
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COURSE CONTENT OUTLINE
- Organization of Essays
- Introduction
- Definition of Introduction
- Function of Introduction
- Tone in the Introduction
- Definition and function of thesis
- Scope of thesis
- Relationship of the thesis to the organizational structure of the essay
- Placement of thesis in Introduction
- Length of introduction
- Middle paragraphs
- Definition and function of topic sentences
- Placement of topic sentences in paragraph
- Relationship of middle paragraphs to the introduction and to the thesis
- Length of middle paragraphs
- Conclusion
- Function of the conclusion
- Length of the conclusion
- Development of Essays
- Patterns of development
- Exposition (required)
- causation
- classification
- definition
- analogy
- comparison
- illustration
- process analysis
- Narration
- Argumentation
- Description
- Transitions
- Define and illustrate adequate detail
- Define and illustrate specific detail
- Define devices of emphasis
- Sentence variety
- Grammar and Punctuation
- Define and illustrate fragments
- Identify ways of correcting fragments
- Define and illustrate run‐ons
- Identify ways of correcting run‐ons
- Define and illustrate comma splices
- Identify ways of correcting comma splices
- Identify common usage errors and illustrate ways of correcting them.
- Require standard spelling in essays
- Show students how to use spelling checkers and grammar checkers in Word or other word processing programs
- Point out problems and cautions with using these checkers
- Define and illustrate agreement errors (subject‐verb; pronoun‐antecedent)
- Identify ways of correcting agreement errors.
- Define and illustrate simple, complex, and compound sentences
- Illustrate the use of each type of sentence
- Explain the connection of sentence type to logic (i.e. compound sentences are used for ideas of equal importance; complex sentences subordinate less important ideas).
- Define, illustrate, and explain when to use parallel structure
- Encourage the development of vocabulary and precision in word choice
- Explain denotation and connotation
- Define trite phrasing, jargon, slang, euphemism, and vulgarity suggesting ways to avoid or correct these problems
- Define and illustrate figurative language
Primary Faculty Brender, Linda Secondary Faculty McGee, Nancy Associate Dean Williams-Chehmani, Angie
Official Course Syllabus - Macomb Community College, 14500 E 12 Mile Road, Warren, MI 48088
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