English 82A – Written Communication I
Course: Written Communication I
Department and number: English 82A
Semester: Fall 2017 – Thursdays, 9:00-11:45
Credit: 3 units, 45 lecture hours
Instructor: Dr. Sylvia Y. Schoemaker Rippel
Office hours and location: T, Th 11:45-12:30 and by arrangement, room 308
Office Phone: 510-628-8036
University instructor email: firstname.lastname@example.org
Course-related email for the semester: email@example.com
(Current University Catalog Description)
Eng. 82A & 82B – Written Communication I & II
First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units)
Students will develop their writing skills for academic, professional, and socio-cultural purposes, in mode-centered essay writing. Students will learn editing, documentation skills, use of pre, during, and post writing strategies, topic mapping and other resources
Students will demonstrate written communication skills in writing and presenting their essays for personal, peer and instructor evaluation based on established rubrics, including competencies in planning, drafting, editing, and documentation skills.
Learning Outcomes and Assessment Activities
Course Learning Outcome
Successful students are able to:
As demonstrated by successful completion of or participation in:
Demonstrate progressive development of writing skills for academic, professional, and socio-cultural purposes, using skillful application of critical and creative thinking strategies in the pre, during, and post writing process
Completed written work, demonstrating communicative competencies in content, form, style, grammar, mechanics
Appropriately use topic specification, writing planning, researching, design, development, editing, and documentation
Mode-centered, audience-oriented, well-executed grammatically and stylistically, punctually presented writing in assigned weekly homework and course essay writing
Apply topic mapping and other writing development resources
Completed written work
Demonstrate written communication skills in writing and presenting essays for personal, peer and instructor evaluation
Completed written work
Compose well-organized written communications suitable for personal, academic, and professional purposes
Completed written work
Instructional Materials and References
VanderMey, R., Meyer, V., Van Rys, J. & Sebranek, P. (2015). The college writer: A guide to thinking, writing, and researching (5th ed.). Boston: Houghton Mifflin. ·
(ISBN-10: 1285437950 ISBN-13: 9781285437958)
Recommended texts and other resources:
Writer’s handbook, online guides and reference tools (to be announced)
Student text site:
The course sessions will include lectures, A/V-augmented presentations (text-based and other topically related slides and relevant audio/video/web resources), written and oral classroom exercises and readings applying course concepts, small group and classroom discussions, student presentations of individual and group assignments based on course units, with emphasis on student engagement in learning by doing.
Students are expected to consistently attend class punctually and fully (arriving on time and leaving the classroom only at the scheduled break and end times). Successful students participate in individual and group work in a productive manner, prepare and perform well on tests, complete assignments according to schedule and at a level appropriate to university rubrics, and take personal responsibility for meeting the objectives of the course.
English 82A covers the aspects of composing well-organized written communications. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in descriptive, narrative, analytical, and persuasive rhetorical contexts. Student and professional writing models will be used throughout the units.
Students will complete three essays: descriptive/reflective, informative, and persuasive. In addition, for each of the course assignments, students will do the following:
· Read and reflect on assigned units as outlined on the course schedule.
· Review and respond to the assignments in writing (a brief paragraph or two). In your response, outline the key questions and answers generated by your reading and reflection.
· Email your assignments to me at firstname.lastname@example.org.
Midterm and final review ePortfolio/PowerPoint presentations will be based on your course work.
1 Intro Assignments and readings are from The College Writer (TCW) — Each chapter contains an Intro, an Overview, Guidelines, Example Readings, and Writing Checklist/Activities) Selected Model readings will be given in class.
I. A Rhetoric: College Student’s Guide to Writing Brief Overview Chapters I. Reading, Thinking, Viewing, and Writing 1. Critical Thinking The Writing Process 2. Beginning the Writing Process 3. Planning
4. Drafting 5. Revising 6. Editing and Proofreading 7. Submitting, Writing, and Creating Portfolios The College Essay 8. One Writer’s Process 9. Forms of College Writing 10. Narration, Description, and Reflection
Unit I (Narrative, Descriptive, and Reflective Writing) Paper Due — Review & Presentations
Unit II — Analytical Writing 11. Cause and Effect.
Strategies for Cause-Effect Essays. Sample Cause-Effect Essays.
12. Comparison and Contrast. Strategies for Comparison-Contrast Essays. Sample Comparison-Contrast Essays.
Strategies for Classification Essays. Sample Classification Essays.
14. Process. Strategies for Process Essays. Sample Process Essays.
Review ePortfolio/PPt I due
Strategies for Definition Essays. Sample Definition Essays.
16. Reading Literature: A Case Study in Analysis.
Strategies for Analyzing Literature and the Arts. Approaches to Literary Analysis.
Unit II (Analytical Writing ) Paper Due Unit III Persuasive Writing 17. Strategies for Argumentation and Persuasion.
18.Taking a Position
19. Persuading Readers to Act
20. Proposing a Solution
Fall Recess (Nov 21-25)
C21 Taking Essay Exams
Unit III (Persuasive Writing) Paper Due –Presentations
Review ePortfolio/PPt II due
Assessment Criteria & Method of Evaluating Students
Students will demonstrate their level of proficiency and achievement through appropriate and accurate application of written communication theory and skills. Assessments of improved competence in writing descriptive, narrative, informative, and persuasive essays and personal and peer evaluations and reflections are fundamental to the grades attained.
Class Work: oral and written exercises
E-Portfolio I, II
59 or less
Revisions to the schedule will be announced in class as needed. Class attendance is required. Required textbooks must be obtained as soon as possible and brought to class for each session. Class participation is required for enhanced learning through applied content, group interactions, and individual and small group presentations. Plagiarized content is strictly prohibited: Researched materials must be documented using a consistent style for both in-text and end-text citations of sources using the published standards of the most recent subject-appropriate style guide, such as APA (social sciences) or MLA (humanities), for example. Missed exams and assignments require certified excuses (signed documentation by an appropriate medical or other official representative). With documentation, a makeup exam may be scheduled. Electronics are not allowed during exams. Cell phones should not be active during class sessions.