Introduction to the Exemplification Essay - an Outline

Exemplification – page 211+

Use specific examples

• ·       “The mayor is corrupt and should not be reelected.”
• ·       “The mayor should not be reelected because he has put his family and friends on the city payroll, and has used public employees to make improvements to his home.”

Use examples to explain/clarify; note how much better the second sentence below is:

• ·       “Even though horror movies seem modern, they really aren’t.”
• ·       “Despite the fact that horror movies seem modern, two of the most memorable ones are adaptation of nineteenth-century Gothic novels.”

o   Frankenstein

o   Dracula

Use examples to add interest or to persuade--explain WHY by using examples – see p. 213

Provide enough examples

Choose a fair range of examples

Use transitions to move from one example to the next

Structuring an exemplification essay – introduction, with thesis statement, which is supported by examples in the body of the essay;

“Exemplification presents one special organizational problem. If  youdo not select  your examples carefully and arrange them effectively, your paper  can become a thesis statement followed by a list or by ten or fifteen brief, choppy paragraphs. . . . develop your best examples fully in separate paragraphs and discard the others.” 

Various ways to organize examples:

• ·       Chronologically
• ·       In order of increasing complexity
• ·       In order of importance

Assignment for Week 2

Read pages 1-47 -- Patterns for College Writing – 12^th ed.

*PLEASE  NOTE: There is a different arrangement of introductory material in the 11^th ed.   Though it is as relevant as that which is present in the 12^th ed., the later edition may be more serviceable to the beginning college writer.  If you have an 11^th ed., familiarize yourself with the introduction and take notes as needed.

Numbers refer to page numbers in the 12th ed.:

1 – headnote

·         Background

·         Context – purpose & audience

11- the writing process

·         Recursive rather than linear

13 – critical reading—a.k.a., close reading—a.k.a., ACTIVE reading           

·         “Readers are presented with a writer’s ideas, but they also bring their own ideas to what they read.”

·         Read carefully, perhaps more than once

23 – Annotate the text – look carefully at the Questions for Critical Reading to assist you if you have trouble knowing what to look for or annotate in a reading selection

15 – be aware of VISUAL SIGNALS and VERBAL SIGNALS as you read—especially if you struggle with reading and understanding a text

26 & 27 – we will have little chance to use the information regarding Visual Texts, but it is important to be aware of their importance and to understand that reading Visual Texts is a skill, as much as reading Verbal Texts

30-31 – Length

·         Minimum: 2 pages, MLA format

·         Quality over quantity

PURPOSE

·         Expressive

·         Informative

·         Argumentative

AUDIENCE:  Writing is not done in a vacuum and NOT written for only one person

34 – Move from general subject to SPECIFIC topic:

The title should HINT at the topic

The introduction should grab the reader’s attention

Provide adequate background necessary for understanding

Move to a clear, explicit thesis statement

36-43—brainstorming techniques—what you use is up to you

·         Free writing

·         Clustering

43-47—THESIS STATEMENT

·         A thesis statement is NOT a statement of intent—DO NOT WRITE: “I will examine…” “This paper will discuss…”

·         A thesis statement is NOT a statement of fact – there’s no place to go, nothing to discuss,  with a simple fact

45 - What a thesis statement does:

For the Writer                                                                   For the Reader

Helps plan the essay                                                       identified the main idea of the essay

Helps organize ideas in the essay                                 guides readers through an essay

Helps unify ideas in an essay                                         clarifies the subject & focus of the essay

46 – What a thesis statement must do:

·         Be explicit

·         Express the controlling idea or main idea of the essay

·         Convey the essay’s purpose

·         Be stated clearly

MLA Format and Practice Writing; Week 1, Day 2

Last name 1

First and Last Name

Mrs. Sharon Aiken

English 1101-

Date

Title

              Anyone who is a professional has a protocol that is followed and a standard means of recording information. Though not an essay, his/her colleagues anticipate a consistent presentation. This is true when writing formal essays for college English, and failure to follow the standard MLA format can cost valuable points on an essay.  This is an example of a paper set up in MLA format, with 1-inch margins all around, 12 pt. plain font, page numbers and header, the left-hand side heading, the title, and the opening paragraph, preceded by a Title.

              Directions in achieving this format in Ms. Word:

• ·       Open a new word document and go to the “Insert” heading at the top of page; click on  “Page Number,” select “Top  of Page,” and choose the third option. The number will appear on the upper right of your page, approximately ½ inch from the top. To the left of the number, type your last name.
• ·       Double click on the body of the page; your last name and the page number become “ghosts.” If you have not done so already, find the “Paragraph” tab, near the top middle of the page. Select the option of the lines, with arrows pointed up and down. There is a small arrow to the right of the lines, click on this arrow and select line spacing for your paper, as 2.0. Now your paper will be double-spaced throughout, as it should be.
• ·       Move your cursor to the top left line of the page (you should be 1 inch from the top of the page) Type your first and last name.  On the next line, your English professor’s name. The course name and section. Finally, the date. These four lines complete the heading.
• ·       Press Enter and center your title on the next line. DO NOT add any extra line spaces, and note that the Title of your paper [and yes, you must have a title for every paper] is in plain, 12 pt. font, as is your entire paper. Your title SHOULD NOT  be larger, underlined, bold-faced, in a different font. The goal is to look professional.
• ·       Begin your paper on the next line, by indenting the first paragraph. This is not a business letter. You are expected to indent paragraphs. DO NOT add extra line spaces between paragraphs.

To make sure you understand MLA format and to refresh your writing skills, choose one of the quotes below and respond to it in a one-page, practice essay in MLA format. Do hand it in at the end of class; this is part of your Class Participation.

·       "It has become appallingly obvious that our technology has exceeded our humanity.” ~ Albert Einstein

·       “The people who resist change will be confronted by the growing number of people who see that better ways...are available thanks to technology.”  ~ Bill Gates

·       "Once a new technology rolls over you, if you're not part of the steamroller, you're part of the road.”  ~  Stewart Brand

SYLLABUS

English 1101- 3 credit hours

Fall 2014

Instructor: Mrs. Sharon Aiken, H/SS 248

sharon.aiken@mga.edu

Emails will be answered within 48 hours of receipt. If there is a situation requiring immediate attention, call 478-471-2893

Office hours: Immediately after class

 M/W: 12:30-2:00 P.M., PSC, first floor

T/TH: 1:45-2:30 P.M., WRC

Office phone: 478-471-2893

Website:  http://aikenenglish1101fall2014.blogspot.com/

Course Description/Purpose: 

ENGL 1101 is a composition course focusing on techniques required for effective writing. It

emphasizes exposition, analysis, argumentation, and research skills. Instruction should focus on

teaching students to think critically and write clear, precise, and effective papers that inform the

reader about the writer’s personal experiences, explain an idea, argue a position, and respond to an

essay question prompt. This course teaches students how to introduce a topic, articulate a thesis

statement, craft topic sentences, and develop claims in coherent paragraphs.

A.    Policy Statements

Required Prerequisites: Students required to take English and/or Reading Learning Support classes are not eligible for English 1101 until they have successfully completed such courses with a grade of A, B, or C. Students whose SAT, ACT, or COMPASS scores have exempted them from taking English and/or Reading Learning Support classes are eligible to take ENGL 1101.

30-Hour Rule: In accordance with Board of Regents policy, students must complete ENGL 1101 and ENGL 1102 before earning thirty hours of course credit.

Withdrawal Policy: Students may withdraw from the course and earn a grade of “W” up to and including the midterm date, Wednesday, October 15, 2014. After midterm, students who withdraw will receive a grade of “WF.” A WF is calculated in the GPA as an “F.” New MGSC policy limits the total number of withdrawal hours that students may accrue to 15 hours. 

Exit Requirements: All students must complete ENGL 1101 with a grade of A, B, or C to proceed to ENGL 1102 and to receive Area A1 credit.

Regents Exemption: Students who complete both ENGL 1101 and ENGL 1102 with grades of A, B, or C have fulfilled the University System of Georgia Regents Reading and Writing Requirements.

Supplemental Instruction: ENGL 0099A Basic Writing and Grammar and ENGL 099B Essays and Advanced Grammar are Learning Support classes that students may elect to take along with ENGL 1101 or in preparation for ENGL 1101.

MGSC Academic Misconduct Statement: As a Middle Georgia State College student and as a student in this class, you are responsible for reading, understanding, and abiding by the MGSC Student Code of Conduct. The Student Code of Conduct is included in the MGSC Student Handbook and is available online at http://www.mga.edu/student-affairs/docs/MGSC_Student_Handbook.pdf.  “The institutional penalty for academic misconduct is a grade of zero for the work involved.”

MGSC Policy on Disability Accommodations: Students seeking academic accommodations for a special need must contact the Middle Georgia State College Office of Disability Services in Macon at (478) 471-2985 or in Cochran at (478) 934-3023. Students may also visit the Disability Services Office in room 266 of the Student Life Center on the Macon campus or in Sanford Hall on the Cochran campus.

“Technical Policy” (re: plagiarism detection): A plagiarism prevention service is used in evaluation of written work submitted for this course. As directed by the instructor, students are expected to submit or have their assignments submitted through the service in order to meet requirements for this course. The papers may be retained by the service for the sole purpose of checking for plagiarized content in future student submissions.

End of Course Evaluations: Student evaluations of faculty are administered online at the end of each term/session for all courses with five or more students. Students will receive an email containing a unique link to a survey for each course in which they are enrolled.  All responses are anonymous and completion of evaluations is voluntary.

The Writing Center: Individual writing assistance is available for any MGSC student in The Writing Center. Please visit any of our locations: Cochran Campus, Russell Hall 309; Dublin Campus, Dublin Building, Room 224; or Macon Campus, The Education Building 226.

B.     Student Learning Outcomes:

Upon successful completion of ENGL 1101, students will be able to:

• analyze, or interpret evidence or arguments, in order to formulate and support new arguments or solve problems (MGSC General Education Learning Goal III, Critical Thinking),
• demonstrate a collegiate competency to read critically and communicate ideas in well-developed written forms (MGSC General Education Learning Goal A1 [Communications]),
• understand rhetorical contexts for their writing by establishing the writer’s role, the audience, and the purpose of the project,
• use recursive processes that include collecting information, focusing, ordering, drafting, revising, and editing,
• demonstrate the techniques and skills of research, integration of source material, and documentation,
• read and respond to various texts for purposes of interpretation, analysis, synthesis, evaluation, and judgment,
• use conventions of writing mechanics, usage, and style to communicate effectively for the given audience, purpose, and format

(guidelines recommended by the Board of Regents Advisory Committee on English). 

Definition of Plagiarism:

The following definition of plagiarism expands upon the Student Code’s description of plagiarism and has been adopted as standard by the English Department. For further explanation and illustrations, refer to the English Department’s “Plagiarism Definition,” available online at http://www.mga.edu/liberal-arts/english.

1. It is plagiarism to copy another’s words directly and present them as your own without quotation marks and direct indication of whose words you are copying.  All significant phrases, clauses, and passages copied from another source require quotation marks and proper acknowledgment, down to the page number(s) of printed texts.

2. It is plagiarism to paraphrase another writer’s work by altering some words but communicating the same essential point(s) made by the original author without proper acknowledgment.  Though quotation marks are not needed with paraphrasing, you must still acknowledge the original source directly.

3. Plagiarism includes presenting someone else’s ideas or factual discoveries as your own.  If you follow another person’s general outline or approach to a topic, presenting another’s original thinking or specific conclusions as your own, you must cite the source even if your work is in your own words entirely.  When you present another’s statistics, definitions, or statements of fact in your own work, you must also cite the source.

4. Plagiarism includes allowing someone else to prepare work that you present as your own.

5. Plagiarism applies in other media besides traditional written texts, including, but not limited to, oral presentations, graphs, charts, diagrams, artwork, video and audio compositions, and other electronic media such as web pages, PowerPoint presentations, and online discussion postings.

Required Texts: Patterns for College Writing; The Things They Carried by Tim O’Brien; Pocket Style Manual with MLA Update

Technology Requirements: The following technical competencies are necessary and expected in this class: working knowledge of Microsoft Word; the use of a jump drive; internet use and willingness to learn more.

Attendance Policy, per MGSC:

“Students whose number of absences is more than twice the number of class meetings per week may be assigned a failing grade for the course at the discretion of the instructor.  Students  who  have more absences than the number of class meetings per week but less than twice the number of class meetings per week, may be penalized at the discretion of the instructor.  Students who have absences which are less than or equal to the number of class meetings per week will not be penalized.”

NOTE: If you have a medical condition and see that you will be missing a number of days, be prepared to present a doctor’s excuse to me. You must have written documentation. If a member of your immediate family has a health condition requiring your absence from class, remember:  that is still an absence.  English 1101 and 1102 have been known to cause sprains, eczema, stress, high blood pressure, hyperventilation, dandruff, seizures, stress, hospitalizations, broken bones, accidents, stress, and the plague. [Students and their families are most susceptible one to two days before a deadline. Do your work, plan ahead and protect yourself and your loved ones.]

Class Behavior Expectations and Consequences for Violation

“The primary expectations of all Middle Georgia State College students are integrity and civility. Each student should approach his/her academic endeavors, relationships and personal responsibilities with a strong

 commitment to personal integrity and interpersonal civility”. http://www.mga.edu/student-affairs/docs/MGSC_Student_Handbook.pdf#48.  (A full description of these responsibilities is found in the Student Handbook.)

“This class calls for you to use common courtesy in all interactions with your peers and the instructor. It requires students to listen to each other respectfully and without interruption.  You should approach the instructor in a professional manner, including in all of your email correspondence.

Any activity that disrupts classroom activities will result in the student(s) being asked to leave the classroom.  These disruptive activities include, but are not limited to,: using a cellphone/pager/smartphone, bringing children to class, talking during lectures, using a laptop for anything other than taking notes for this class, and making potentially offensive comments.  In addition, students who come in late or leave early disturb students and the instructor. The instructor reserves the right to deduct points at her/his discretion rom the course grade of any student who persistently participates in disruptive behavior. If the problem becomes chronic, the student(s) will be assigned a grade of “F” in the course and face other consequences determined by the institution’s administration.”

Class Policies:

1.       Please be on time. Again, if you drive a distance to get here, plan accordingly. Being in class, ready to work says a great deal about your serious attention to this class and does not go unnoticed.

2.       Essays are to be typed. Writing on class computers is part of the class; there will be both in-class and out-of-class essays.  Title all essays and use correct MLA format {we will be going over this before an essay is due}.

3.       Papers are due on time. You may email a copy of the paper the day it is due, without penalty.  I will not accept papers after the due date.

4.       Students have the option of revising the first and second essays with the following stipulations:

a.       The original essay and grade sheet must be handed in with the revised essay

b.      If the only edits made to the paper are for grammar/mechanics/corrections  the grade will remain the same (the student has only copied and corrected)

c.       Substantive revisions could gain the student as much as one letter grade

d.      Revisions may not be graded until the end of the semester

If you plan to print out of class essays in class, please attend to them within the first 10-15 min. of class.

5.       IF YOU USE ANY WORD PROCESSING PROGRAM OTHER THAN MS WORD, SAVE YOUR PAPER AS AN .rtf  (Rich Text Format) file or as a .pdf.  Your paper cannot be opened, cannot be read, cannot be printed otherwise. Not even the tech guys and gurus in the Student Success Center can help.

6.       If you miss a daily assignment, you may NOT make it up; if you miss a major essay, your grade will result in a zero. You MUST complete all major assignments to pass the class.

7.       I give letter grades; if you have a question about a grade, drop by my office or make an appointment to see me after class; if you wish to challenge a grade, do so in writing, no sooner than a day after getting your paper back, and no later than three class days after the assignment is returned.

8.       The final exam in English 1101 is a two-hour essay over The Things They Carried. While students may not use the book during the exam, they are allowed to have one 3x5 index card with notes from the reading.

9.       Active Participation is expected from every student in class and is worth ten percent of your final grade. It begins but does not end with attendance.  Refer to http://aikenenglish1101fall2014.blogspot.com/  for more information.

10. Please be aware that failure IS an option.

Course Requirements:

Assignment	Percent of Grade	Tentative Due Date
Essay # 1 -- Exemplification(Example) Based on personal experience – 1st person	10	Week of Sept.08
Essay #2 – Exemplification (Example) Based on reading and discussion – 3rd person	10	Week of Sept. 22
Essay #3 – Cause and Effect	10	Week of Oct. 06
Essay #4 –  Comparison/Contrast	10	Week of Oct. 20
Essay #5 -- Argumentative/Persuasive Essay, with citations & works cited	20	Week of Nov. 10
Class Participation – both verbal and written participation, including but not limited to MLA format, in class questions and quizzes, etc.	10	Final grade assigned week of Dec. 1st
Quiz - The Things They Carried	10	Week of Nov. 17
Essay #6 – Literary Analysis over The Things They Carried	20	Refer to MSC Exam Schedule

Grading Policy:

Grade	Average	Description
A	90-100	Excellent work
B	80-89	Good work
C	70-79	Satisfactory work
D	60-69	Passing work
F	<60	Failing work

The best way to develop your writing is to read, read, read. There are no shortcuts, no easy outs, and no simple solutions. Read everything, good and bad, exciting and mediocre, suspenseful and boring. You will gradually begin to develop a sense of identifying good writing that is coherent and clear, complete, as well as concise. Bad writing will show you what to avoid; good writing will show you what to emulate. This class does not meet every day, but if you truly want to succeed and develop, not only in this class, but in college and in life, it is in your best interest to read every day and, if at all possible, to write every day. Seek help when you need it. Find your voice and remain true to it; take pride in your work. Do your best, whether your best is a “C” or an “A.”

“Writing is easy; all you have to do is sit staring at a blank sheet of paper

until the drops of blood form on your forehead.”    Gene Fowler

Tentative Schedule by the Week—reading selections may be announced in class and should be completed before the student arrives for class

08/18: Syllabus; MLA format; short writing, printed in class

08/25:   response & discussion to PATTERNS: 13-93  as well as additional selections; introduction to the exemplification essay

09/01: Labor Day Holiday; discussion of chapters 4-5 and the Exemplification Essay in first person

09/08:  The Exemplification Essay - Essay # 1 Due, the first class day of this week; begin discussion of the difference between first person and third person

09/17: discuss difference between editing and revising; return papers; additional examples of exemplification essays written third person

09/22: Essay #2 Due, which should be a revision of essay #1, but written in 3^rd person; introduce the cause and effect essay, PATTERNS: 321-338; select essays TBA

09/29: continued discussion of cause and effect

10/06: Essay #3 – Cause and Effect Due; introduce Comparison and Contrast Essays, with reading selections

10/13: exercises and discussions of the comparison/contrast essay; selections TBA; students begin the Comparison/Contrast essay second day, in class

10/20: Essay #4 – Compare/Contrast Essay Due; begin introduction of argumentation

10/27: argumentation and research

11/03: argumentation and research

11/10: argumentation and research- Essay #5 - Argumentative Research Essay (20%) is due the first day of class this week, followed by an introduction to The Things They Carried by Tim O’Brien

11/17: Book Discussion and Quiz 

11/24:  Thanksgiving Holidays

12/01: Final Book Discussion this week

12/09-12/13: Final Exams; please refer to the Academic Calendar for date and time: http://www.mga.edu/registrar/docs/Exam_Schedule_Fall_-_Full_Session.pd