English 105: Composition for ESL Students
Instructor’s Name: Ms. Elizabeth Siler
Office: Avery 220
Office Hours: By appointment. Please feel free to contact me for an appointment if you need one. I am always happy to see students by appointment.
Telephone: 335-2251
E-mail: esl_specialist@hotmail.com
Required Course Materials
Killing Pablo by Mark Bowden
Keys for Writers (3rd edition - blue) by Ann Raimes
The Longman Advanced American Dictionary
Course Objectives
At the end of this course you should be able to:
1. Express your ideas, opinions, and reflections coherently in writing.
2. Use your own words and correct APA citations to avoid plagiarism.
3. Write summaries based on university-level reading passages.
4. Write summary-response style essays that include clear thesis statements and documentation.
5. Write a clear in-class essay in a 50-minute time period.
6. Integrate library and Internet research into your papers.
7. Use the library and the Internet to do research.
8. Edit your work using all available reference tools -- including Keys for Writers and the Longman Dictionary.
Course Policies
To be in this class you must have taken the Writing Assessment Exam and have received a placement of 105 or 101. If you have not taken this exam, you must do so immediately. Please contact Diane Kelly Riley in the Writing Assessment Office (Avery 483)
or consult the Writing Assessment Home Page.
1. All out-of-class work must be word processed.
2. You must have an active e-mail account and be able to access it. You may get free WEB access at Holland Library or you may contact Student Computing Services. You may wish to get an account from Hotmail or via WSUINFONET.
3. All papers are due on the day assigned. Late papers are graded down1/3 of a grade for each late day -- no exceptions and no excuses.
4. You are responsible for attending this class. It is recommended that you do not frivolously skip classes -- because you may need to take an absence when you are ill. Persons who miss more than 5 classes will definitely fail -- regardless if the abse
nce was excused.
5. Students with an illness that is communicable to others should not attend class and they should not attempt to come to my office.
6. I take about one week to return papers. Do not expect them earlier than that.
7. ONE OF THE OBJECTIVES OF THE ESL PROGRAM IS TO ENSURE THAT YOU UNDERSTAND AND FOLLOW THE WSU POLICY ON PLAGIARISM AND ACADEMIC DISHONESTY. THAT POLICY CAN BE FOUND IN THE STUDENT HANDBOOK OR LINKED TO THE WSU HOMEPAGE AT WWW.WSU.EDU . IF AT THE END
OF THE SEMESTER YOU HAVE NOT DEMONSTRATED THAT YOU UNDERSTAND AND CAN FOLLOW THIS POLICY, YOU WILL FAIL THIS CLASS — REGARDLESS OF OTHER GRADES YOU MAY HAVE EARNED ON EARLIER WORK IN THE CLASS. IN ADDITION, YOU WILL BE REPORTED TO THE OFFICE OF STUDE
NT AFFAIRS.
8. Rewrites on SOME papers ARE allowed -- but only to achieve a grade of "C." Thus, only papers originally graded below "C" can be rewritten. Rewritten papers will not receive a grade higher than C.
Tentative Class Outline
Week 2 (January 21-25)
Lesson Plans - 105.
Monday: There is no school today. Today we celebrate Martin Luther King Day.
Wednesday: You should have read the article American Nightmare by today. We will begin working on summarizing this piece. Please have read the following handout carefully: Handout on Summary. We will discuss this piece and begin our summary in class. I also want you to read sections 9b and 9d in the handbook Keys for Writers. On Wednesday night, you should post a summary of the first five paragraphs of the article on the homepage message board.
Friday: We will have our first quiz on the book Killing Pablo. You should have read through page the middle of page 27 (including the Prologue). The quiz format is quite simple: I will give you ONE of the following prompts (all taken from the first 27 pages) and you will need to explain it thoroughly. By ³explain² I mean that you will need to identify what is happening in the sentence, who is doing it, and how it fits into the overall context of the story. You will need to make solid, clear connections between ideas and provide sufficient background information. You should plan on writing at least two solid paragraphs, well edited. To help you with this task, I have given a possible essay for the first prompt. You should read this carefully to see what I mean.
Possible Prompt #1. Dread because she believed his death would release still more violence.
Possible acceptable essay: This sentence explains one of the feelings that Pablo Escobarıs mother had when she learned of his death. The word ³she² refers to Hermilda,
Escobarıs mother. The death mentioned in this sentence is Pablo Escobarıs death at the hands of some policemen. The prologue explains that she heard he had been shot after months of hiding out, and she went to the place where the shooting happened. After some initial confusion, she found his body. The prologue explains that she had multiple feelings about his death, pain and anger being two of these feelings. But she was also afraid that there would be violence in the time following his death. The prologue doesnıt explain who would perpetrate this violence, but it is assumed that since Pablo Escobar was a criminal and he died violently at the hands of the police, that this violence would be between police and the criminal element in Colombia.
Other Possible Prompts for Friday:
1. Gaitanıs murder is where the modern history of Colombia starts.
2. Caught between these two violent forces, the Colombian peasantry learned to fear and distrust both.
3. Pablo Escobar would build on these myths.
4. The horror of La Violencia was everywhere.
5. Kidnapping for debt collection evolved soon enough into kidnapping for its own sake.
6. His deepest anger was always reserved for those who interfered with that fantasy.
7. Their enterprise became the largest enterprise in Colombia, and bankrolled the candidacies of mayors, councilmen, congressmen, and presidents.
8. Somebody had simply killed him!
9. And what profits.
10. He was stiffly formaly in public, as if trying to measure up to a stature that ill suited him.
You will have 25 minutes for the quiz. Following the quiz, we will contnue to work more on the summary of the article American Nightmare. For homework over the weekend, you will write a complete draft of a summary of American Nightmare.
Week 3 (January 28-Feb 1)
Monday: Meet in Avery Microlab (across from our classroom) for orientation
to the lab. Over the weekend, you should check the message board and
examine several of my responses to the summary postings. Then draft a 1-2
page summary of the extract The American Nightmare. Double space it and
use the title of the article as the title of your summary. Put your id
number in the upper right corner. Staple if you have more than 1 page.
Over the weekend, I'll grade your first reading quiz and post one ofthe best ones. All reading quizzes are given a five point grade: 5=A; 4 = A-/B+; 3=B; 2=C; 1=D; 0=F.
On Sunday night, I'll post the next quiz for Killing Pablo here. It's a good idea to use some of your 102 time to review these questions/answers.
On Monday in class, I'll hand back your reading quizzes.
Wednesday: We'll start by discussing some common problems I've seen in many
of the drafts. Then we'll do some intense grammar work. Please bring your
handbook and dictionary with you.
Friday: Don't forget to bring a blue book! We'll have our second quiz on Killing Pablo (through p. 54) and after the quiz I'll return your drafts. We'll then discuss what you need to do to make them better. Your homework assignment over the weekend will be
to produce the final version of the summary.
Week 4 (Feb 4-Feb 8)
Monday: OVER THE WEEKEND, please redo your draft of The American Nightmare. It is very important that you follow these directions: 1. If you were not in class on Friday, your paper is in the top box on my door in Avery 220. 2. All students should completely redraft they summary. As you redraft, consider the depth of the article. The questions that we discussed in class on Wednesday last week should help you to get a better picture of this article. Also, consider the structure of good summary writing that we discussed in class on Friday of last week. This link is to the model of that writing that we looked at in class on Friday. Also, please pay careful attention to format. Format is important. Page 180 of your handbook covers the correct model. Notice the paper is double spaced. There is no fixed right margin. The title is at the top of the page in the center. It is not big, or bold, or underlined. It is very simple. There is a page number in the upper right corner. Your paper will be a little different in that instead of a mini-title in the upper right corner, I want you to write your i.d. number. BRING TWO COPIES OF YOUR DRAFT WITH YOU TO CLASS ON MONDAY. ALSO BRING YOUR DICTIONARY AND YOUR HANDBOOK.
Over the weekend, I'll grade your second reading quiz and post one ofthe best ones. All reading quizzes are given a five point grade: 5=A; 4 = A-/B+; 3=B; 2=C; 1=D; 0=F.
On Sunday night, I'll post the next quiz for Killing Pablo here. It's a good idea to use some of your 102 time to review these questions/answers.
On Monday in class, I'll hand back your reading quizzes. Then we will work extensively with your drafts. THAT IS WHY IT IS IMPORTANT FOR YOU TO FOLLOW THE DIRECTIONS CAREFULLY AND TO REMEMBER TO BRING TWO COPIES WITH YOU.
Wednesday: We'll start by discussing some common problems I've seen in many
of the drafts. I WILL RETURN YOUR DRAFTS TO YOU. Then we'll do some intense grammar work. Please bring your
handbook and dictionary with you.
Friday: Don't forget to bring a blue book! We'll have our THIRD quiz on Killing Pablo (through p. 81) and after the quiz I'll COLLECT YOUR FINAL VERSION OF THE SUMMARY. We will start a new reading. We will begin working on it in class.
Week 5 (Feb 11-Feb 15)
OVER THE WEEKEND,please read the article by Gore Vidal carefully. There are a number of cultural references in there that may confuse you. Please mark them. I plan to discuss them on Monday. As you read the article try to sort out the claims that Vidal makes/implies into the three categories we discussed in class: A (description of the background situation in America at the time he wrote this); B (explanation of the proposed action he suggests); C (the expected outcomes he thinks will result from his proposal as well as the negative outcomes if we don't accept his proposal). Read carefully and use your dictionary extensively! Over the weekend, I'll grade your third reading quiz and post one ofthe best ones. All reading quizzes are given a five point grade: 5=A; 4 = A-/B+; 3=B; 2=C; 1=D; 0=F. On Sunday night, I'll post the next quiz for Killing Pablo here. It's a good idea to use some of your 102 time to review these questions/answers.
Monday: We'll start with a brief review of a few sentences that were difficult in the reading quiz. Then we'll move on to a discussion of Gore Vidal's article.
Wednesday: We're going to start synthesis. I'll have a worksheet for you to use. We're going to do an in-class exercise on synthesis. Bring with you your handbook and both articles we've read so far (Vidal's and Bennett's). We'll start this little activity in class but you'll take it home.
Friday: Don't forget to bring a blue book! We'll have our FOURTH quiz on Killing Pablo (through p. 108) and after the quiz I'll return your summary. We will then continue working with the worksheet on synthesis. Bring your handbook.
Week 6 (Feb 18-Feb 22)
OVER THE THREE DAY WEEKEND,please reread the article by Gore Vidal carefully. Continue to think about ways to synthesize an answer to the question you are working on. On Sunday night, I'll post the next quiz for Killing Pablo here.
Monday: Happy Day! A holiday! It's Presidents' Day!
Wednesday: I'll return your quizzes. We're going to finish reviewing the syntheses. Then I'm going to hand out the next article that we're going to read and we'll start looking at that. Bring your dictionary.
Friday: Don't forget to bring a blue book! We'll have our FIFTH quiz on Killing Pablo (through p. 135) and after the quiz we'll get started on discussing the next article.
Week 7 (Feb 25 to March 1)
Over the weekend, you should continue reading away at the articles that I
gave you last week. Read in this order: Need for Speed, The Opium Wars,
Letter of Advice to Queen Victoria. As you read articles from now on, I
want you to keep this question in mind: How effective is public policy in
dealing with drug problems? Obviously, the article that you are reading
deal with many different publics, in many different times, with different
ideas about policies and different drug problems. You should also keep this
question in mind as you read the book. Look at the next assignment, which
will be posted here. You may want to review what we did last week with synthesis writing by checking out here. On Sunday night, I'll post the next quiz here.
Monday: I will return your quizzes. They were quite good overall, but I
would like to deal with a few specific grammar issues. Please bring your
dictionaries and handbooks. Then, we will get down to discussing the
articles -- with reference to the question.
Wednesday: We will discuss some more. I will give you an example of a
synthesis to look at and we will analyze it in class. In addition, I will
give you the VERY last article to read.
Friday: We will have the next Pablo Quiz (through p. 162) and then we'll
work on the outline of the synthesis that you will write. The outline will
be due on Monday.
Week 8 (March 4 to March 8)
Over the weekend, you should have read the entire set of materials I have
given you, including: "Letter of Advice to Queen Victoria," "The Opium
Wars," "Need for Speed," "Drugs: The Case of Legalizing Marijuana," "They
are Killing Us!," and of course you should continue reading Killing Pablo.
I'll post the next quiz here on Sunday night.
Monday:We will meet in Avery 105 (the writing lab across the hall) for an in-class writing event. Bring with you: an outline of your answer to the synthesis question (see section
1f in the handbook for more on outlining), copies of everything you've read, and your dictionary. Get to the lab early and sign on. I will return your quizzes from Friday.
Wednesday: We will meet again in Avery 105 for a continuation of our
in-class writing.
Friday: We'll meet in Avery 105. We'll have a quiz on the book (bring a blue book!). Then we'll finish our writing of the synthesis. You'll print it and turn it in to me.
Week 9 (March 11 to March 15)
Over the weekend, I'll send you three comments about your synthesis. Please revise it over the weekend and bring your most updated version to class on Monday.
I'll post the next quiz here on Sunday night.
Monday: We'll meet in our regular classroom. We'll start with a major review of how tto fix the synthesis. Bring your handbook. I'll return your reading quizzes.
Wednesday: We'll meet in the regular classroom. We'll continue revision of the synthesis. Bring your handbook.
Friday: We'll meet in the regular classroom. We'll have our quiz, you'll turn in your second draft of the synthesis (this won't be the final one) and then you'll go for vacation!
Week 10 (March 25 to March 29)
I'll post the next quiz here on Sunday night.
Monday: We will meet in the regular classroom. YOU MUST BRING YOUR HANDBOOK AND ALL OF YOUR COPIES OF THE MATERIALS WE USED TO WRITE THE SYNTHESIS. In class, we will start by reviewing two or three excellent examples of syntheses. We will discuss the features that make them excellent. Then, we will start our discussion of references and citations. That is why you must bring the handbook and copies of the materials with you.
Wednesday: We'll meet in the Microlab. I'll hand back marked syntheses. We will discuss problems and markings. We will continue our discussion of references. BRING YOUR HANDBOOK AND MATERIALS.
Friday: We'll meet in the Microlab. We'll have our quiz. Then we'll continue our discussion of how to revise the syntheses and how to do the references and citations. The final version of this synthesis is due on Monday of Week 11 in class.
Week 11 (April 1 through April 5)
I'll post the next quiz here on Sunday night.
Monday: We will meet in the regular classroom. You should bring with you your final version of the synthesis. I will return your quizzes. We will discuss the plan for the rest of the semester -- including the final paper topic. Bring your handbook. I will assign reading from the handbook that you should have done by Wednesday.
Wednesday: We'll meet in the Microlab. I will not be there (because I'll be out of town on official university business. However, I will have a substitute. You may use this time to start looking for materials on the WEB for your final project.
Friday: We'll meet in the Microlab. We'll have our quiz. Then we'll look specifically at some other resources that may be helpful for the final paper.
Week 12 (April 8 through April 12)
Monday: We will meet in the computer lab. We will continue to look for on-line sources to help with our paper. For more information about the paper, click here I'll return your last quizzes on Killing Pablo and also your syntheses.
Wednesday: We'll meet at Holland Library. We'll review some paper sources that may be useful to you in your search for materials.
Friday: We'll meet at Holland Library. We'll review some more sources that may be helpful. Then we'll finalize our plans for next week. A draft outline of your paper is due on Monday of week 13.
Week 13 (April 15 through April 19)
Monday: We will NOT meet. Please see the handout I gave you on Friday. Have your draft outline to the door of my office by Monday at 9 a.m. Choose an appointment time. Be on time for your appointment.
Wednesday: We will NOT meet. Please see the handout I gave you on Friday. Have your draft outline to the door of my office by Monday at 9 a.m. Choose an appointment time. Be on time for your appointment
Friday: We will meet in the computer lab. Bring your handbook. Be prepared to type. If you've started a draft of your paper, you should make sure you have it available in the lab so you can continue working on it. This is the link for the final exam.
Week 14 (April 22 through April 26)
Monday: We will meet in the lab. You need to bring with you the following things: YOUR HANDBOOK (YES, I REALLY MEAN IT), your completed draft of the paper, and a spare copy of the reference list. We will be looking at the following site. I suggest that you look at this site over the weekend so that our lesson on Monday will make more sense! In class on Monday we will talk about some VERY general editing strategies for doing a "raw" editing of the paper.
Wednesday: We will meet in the lab. Have your handbook and your electronic version of the paper. I will return your drafts with some VERY FAST suggestions for revision. We'll spend the hour working on your papers. The papers are due on Friday.
Friday: We will meet in the lab again. People who need the time to finish their papers may do so. I will collect your papers at the end of the hour.
Week 15 (April 25 through April 29)
B>Monday: We will meet in the lab. You need to bring your Writing Portfolio with you. Buy one at the Bookie.
Wednesday: We will meet in the classroom. We will discuss the final exam question. Everyone should attend.
Friday: We will not have class. If you want to see me, you can come to my office. The final exam is Tuesday, May 7 at 8 a.m. in the regular classroom. Your final paper can be picked up in my office on Friday, May 10 (9:15 a.m. to 2:30 p.m.). DO NOT ASK ABOUT YOUR FINAL GRADE. GET IT FROM THE WEB. If you do not pick up your paper on May 10, your paper will be held for you to pick up later. However, all remaining papers will be destroyed on September 1.
1. There are weekly reading quizzes on the book Killing Pablo. Most of these will require you to write extended paragraphs.
2. There will be a total of three research-based papers in this class.
3. There will be a final in finals week. Please plan on this and DO NOT ASK FOR EXCEPTIONS. The final is coordinated with the other section.
Grade Breakouts
Reading Quizzes on Killing Pablo-- 20%
Final Exam - 30%
Three papers:
Paper 1 - 10%
Paper 2 - 15%
Paper 3 - 25%
ALL GRADING IN THE ESL PROGRAM FOLLOWS THE RUBRIC OUTLINED IN UNIVERSITY REGULATIONS 90A, B, C, D, AND E.
Acknowledgment of Student Responsibility