English Composition 1

Camden County College, Fall 2017

Instructor: Joshua Prichard

Meeting Time: T/Th 8:00 - 9:15 AM
Meeting Place: CTC 208
Course Website: http://camdenenglish101.weebly.com
Instructor’s Email: [email protected]
Office Hours: TBD

Course Description
Throughout the semester you will tell us something we don’t know. By engaging with the writing
process we will engage with a wide variety of text and expand our ability to express ourselves
and our ideas. By writing about important and relevant issues discussed in our culture we will
better understand these topics and how we relate to them. We will learn to read critically, write
coherently, efficiently and effectively, and speak well before an audience.

Course Outcomes
Through this course we will:
• Learn and use key rhetorical concepts through analyzing and composing a variety of texts.
• Read carefully assigned essays, short stories and poems, and identify the rhetorical modes,
themes, implications, figures of speech, and, in general terms, discuss the relevance of the
readings to their world and the world of others. Your writing will often reflect these readings.
• Gain experience reading and composing in several genres to understand how genre
conventions shape and are shaped by readers’ and writers’ practices and purposes.
• Summarize particular essays, poems, or short stories to demonstrate our ability to read
critically and write coherently and concisely.
• Discover and evaluate outside sources for use in the development of our own writing, and be
able to recognize the connection between these sources and to integrate them.
• Develop the ability to respond to a variety of situations and contexts by shifting voice, tone,
level of formality, design, medium, and/or structure.
• State a clear thesis that our writing develops and supports, and construct a sound conclusion.
• Rewrite and improve our writing to illustrate editing practices and our ability to respond to the
critical analysis of the instructor and our peers.
• Create and connect with a larger community of writers, and contribute to a larger cultural
conversation.

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Format & Technological and Material Requirements
Our class is about learning from other writers and composers, which includes each other.
Participation in class and/or in our online community is critical to our experience. If you’re not
in class, you’re not participating. You will also need regular access to the internet to obtain
certain readings. Please let me know if this will be an issue. Some of our compositions will be
written on Medium, and I will provide instructions on how to register for an account. Please
come to class everyday ready to write. That means you should always have paper and a pencil or
pen. Sometimes your attendance will be marked by turning in short writing exercises. Most of
your assignments, even ones that are posted online, will need to be turned into the instructor on
paper. Though we will take advantage of the technology available to us, your instructor is still
old fashioned and likes to read compositions on paper.

Attendance Policy
Participation in this class is essential to our learning community, and you cannot participate if
you are not here. You are allowed up to six unexcused absences throughout the semester. Any
additional absence after six will drop your grade by fifty points (5%). Example: 1 unexcused
absence will drop you from 80% (B) to 75% (C). 2 unexcused absence drops you from a 70%
(C) to 60% (D). An excused absence will include a doctor’s note, or written corroboration of a
true emergency. A flat tire on the way to class is not an emergency.

Instructor Tardiness
If ever I, for unforeseen circumstances, am late or absent for class, I will do my best to let you
know ahead of time. However, if I am more than 15 minutes late and you have not heard from
me, you may leave class without being charged with an absence.

Classroom Behavior
We will do our best to create a healthy community within the classroom, a comfortable place to
learn and share our ideas and opinions about a wide range of topics. This requires a relationship
built on respect between one another. We will show this respect by always speaking to others in a
mature manure, and listening intently (not just waiting to speak). No one will be allowed to
hijack the conversation. Any rude, disruptive, or immature behavior will not be tolerated. If you
exhibit this kind of behavior, including verbally or physically harassing another student, you will
be asked to leave and will be marked absent for that day. If the offense is egregious enough, you
will be reported to the college’s Dean of Students. Please be considerate.

Electronic Devices
We will do our best to incorporate all the technology available to us. These are great tools for
expanding our knowledge and research, as well as engaging in the larger social conversation. I
encourage to use your laptop, tablet or phone in order to access readings or the course website
during class. However, I will not allow these devices to become a distraction. Please silence your
phone, and don’t use any device for social or entertainment purposes while in class. This will be
considered disruptive, and you will be marked absent and no longer allowed the privilege of
using your device in class.

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Required Texts

Purchase
Kirszner, Laurie G. & Mandell, Stephen R. Patterns for College Writing: A Rhetorical and
Reader Guide. Boston: Bedford St. Martin, 2015. Print.

Goldthwaite, Melissa A., Joseph Bizup, John C. Brereton, Anne E. Fernald, and Linda H.
Peterson, eds. The Norton Reader: An Anthology of Nonfiction. New York City: Norton,
2015. Print.

Recommended Texts
Strunk, William, and E. B. White. The Elements of Style. Boston: Allyn and Bacon, 2000. Print.

via Online
• Wolff, Tobias. “Bullet in the Brain.” The Night in Question: Stories. New York: Vintage
Contemporaries, 1997.
• Hall, Sarah. “Sex, Death and the Short Story.” The Guardian. Web.
• Sedaris, David. “Now We Are Five.” The New Yorker, 2013. Web.
• Díaz, Junot. “How to Date a Browngirl, Blackgirl, Whitegirl, or Halfie” Drown. New
York: Riverhead, 1997.
• Popova, Maria. "How to Read Intelligently and Write a Great Essay. Brainpickings,
2015. Web.
• Prebble, Lucy. Excerpts from Enron. Web.
• Gee, Alastair. "Drama! Music! Financial Shenanigans!" New York Times. Web.
• Baldwin, James. "Letter to My Nephew on the One Hundredth Anniversary of
Emancipation." The Fire Next Time. Print.
• Baldwin, James. “Going to Meet the Man.” Going to Meet the Man. Print.
• Strunk, William, and E. B. White. The Elements of Style. New York: Penguin, 2005. Print.
• Saunders, George. “The Braindead Megaphone.” Web.
• Cheever, John. "The Swimmer." The Stories of John Cheever. New York: Vintage, 2000.
Print.
• Yeats, William Butler. "The Symbolism of Poetry." Grammar.About. Web.
• Yeats, William Butler. “Sailing to Byzantium” — Keats, John. “Ode on a Grecian Urn.”
— Berryman, John. “Dream Song 14” - The Poetry Foundation.
• Shakespeare, William. Excerpts from Hamlet, King Lear and Macbeth.
• O'Connor, Flannery. "Good Country People." A Good Man is Hard to Find. New York:
Harcourt, 1955. Print.

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On 100 Word Story
• Heathcott, Joesph. “Skin Flâneur.”
• Hummel, H.K. “Life by Bicycle.”
• Starke, Jonathan. “Skinning the Gloves.”

Major Assignments

“Tell me Something I Don’t Know.”

Write a 1000-2000 word personal essay where you describe a world in which you are a
participant or avid observer. This could be a fan community, sport, art medium, a job or hobby
you have/had, or even a description of your unique family dynamic. Please keep in mind your
audience. The instructor and many of your peers will be reading your essay, so your subject
matter will be public knowledge. Free tip: While sexual exploits and criminal activity may seem
interesting to you, these are often cliché and boring subjects. Be original, be candid, but not
explicit. Rough draft due 9/19 * Final Draft due 9/26

Rhetorical Essay
Write a 1500-2500 word essay on an artistic, cultural or political topic of your choosing. You
must be able to take a clear and arguable stance on this topic. This may include a current artistic
movement (example: the importance of street art, or spoken word poetry, etc.) cultural
discussions (example: the lack of women directors in Hollywood, or concerns with violence in
sports) political arguments (example: the flaws and strengths of the primary process, protections
in voters rights etc.) Subjects you should avoid are ones that have been discussed ad nauseam
(abortion, or gun rights etc.) and ones that are either too easy, or too difficult to prove. Your essay
must include 3 sources, one of which must be from a book, or print (magazines and periodicals
are acceptable.) The topic for your essay must be approved by the instructor no later than 11/9.
Rough Draft due 11/14 * Final Draft due 11/21

Oral Presentation
Give a 5-7 minute presentation on any essay in the Norton that we haven’t read in class. Your
oral presentation should gives us a short background on the writer (what is their background,
other notable works and accomplishments etc.), an explanation on the genre of the essay
(personal, exemplification, process, argumentative etc. If you we did not cover your particular
genre consult Patterns), and your analysis of the essay. If the essay has a thesis, identify and
summarize it. If there is no thesis (a personal essay may not have a concrete thesis), then tell us
what made it a particularly effective or moving essay. Your presentation must include citations
from the text to back your claims. You must also cite the essay itself at the end of the
presentation using MLA format. Using a visual tool such as Prezi or Power Point is not required,
but very helpful. Please use if you can. Due 5/1

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Short Compositions

100 Word Essay

Write a 100 word essay. Tell a true and personal anecdote in the 100 word format. You must use
100 words exactly (excluding the title), no more, no less. You may want to expand on this
anecdote for your upcoming personal essay. Due 9/14

Open Letter
Write an Open Letter, 250-750 words, posted on Medium. Address your open letter to an
individual of your choosing, but also keep the larger, public audience in mind. This person
should be a public figure (a celebrity, artist, politician, C.E.O. etc.). Your letter must include one
source, which you will link to in your post. Due 10/24

Medium Response
Write a 750-1000 word response to any article on Medium. Example: “I’m With Banned” by
Laurie Penny. Search for a post or article on a topic that interests you. In your response you must
cite essays or stories we've read so far in class. Assume that the writer of the original article, or
your other readers, have not read the essay you are citing and provide a brief summary. You must
also include an analysis of the essay you've chosen, as well as demonstrated synthesis between
the essay and the Medium post. The purpose of this response is to continue the conversation, not
comment on the strength of the writing or the execution. You must turn in a hard copy to the
instructor. Due 10/31

Grading Breakdown
• 100-90% = Very well-written and conceived, both in execution and subject matter.
Demonstrates a mastering of the format and genre, including full awareness of your
audience and the intention of the composition.
• 89-80% = Well written, but may show some flaws in execution. Rhetorical decisions,
or subject matter works on the whole and is mostly effective except for a few errors in
presentation.
• 79-70% = Demonstrates the bare minimum to meet the requirement. The writing is
bland; the rhetorical choices and subject are too obvious. There is little to no real
insight, and includes distracting errors in grammar and execution.
• 69-60% = Underdeveloped essay with very little purpose and no insight into subject,
genre or audience. Too many distracting errors in grammar and execution.
• 50-0% = Fails to present a university-quality composition.

Revision Policy
A draft of each major assignment will be due the week prior to the final due date for workshop
and revision. However, you may revise your essays after their due date for a better grade. These
revisions will be accepted no later than one week after they are returned to you. If you turn in a
revised essay you must also include the original essay with my notes. I will average both the

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original and revised essay for the final grade. I will do my best to make myself available if you
need further help in the revision process.

Late Assignments
All assignments will receive a 10% deduction every class period it is late. This includes not
turning in a hard copy of your major assignments. Emailed papers will not be accepted and will
be counted as late until I receive a hard copy in my hand.

Participation & In-Class Writings

Participation is essential to this course. This includes not only being present for every session,
but also contributing to discussions about the readings and our own writing. I know that not
everyone is comfortable expressing their thoughts and opinions amongst their peers. However, a
large part of this course is learning to engage in debate and discussion among each other. We will
all strive to create a safe and open environment where everybody’s voice is heard and no one
feels threatened or intimidated to stay quiet. Please inform me if you ever feel uncomfortable or
incapable of participating. We will find another way for you to contribute to the discussion. If
you do not participate in these discussions it will affect your final participation grade.

This means that everyone must come prepared to discuss the readings. If you have not done the
readings you will not be able to participate, and will therefore affect your grade for the day. If
this becomes a continuing problem for several students, I will be forced to have reading quizzes
after all readings. Please don’t make me quiz you every class. Nobody will be happy.

Area of Evaluation Total Possible %

In-Class Writings 50 5%
100 Word Essay, Medium Response etc.
(short compositions). 100 10%
“Tell US Something…” 150 15%
Rhetorical Essay 20 20%
Oral Presentation 100 10%
Departmental Essay Examination 300 30%
Process and Participation 100 10%
Total 1000 100%

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Camden County College’s Policies and Procedures

Plagiarism
All students are expected to do their own work. All forms of academic dishonesty are absolutely
forbidden. Students who cheat, plagiarize or commit other acts of academic dishonesty will be
subject to immediate disciplinary action. This may result in an automatic grade of F for an
assignment and/or for the course. Academic dishonesty may also be subject to additional
penalties as determined by the College in accordance with sanctions for violations of the Student
Code of Conduct. (taken from the Camden County College Catalog, p. 37)

Plagiarism is the intentional or unintentional copying of another person’s work without giving
credit to that person. “Work” includes published information, data, charts, graphs, and even
ideas. Plagiarism is a serious offense that can result in dismissal from a college. Therefore, it is
important to understand how to incorporate another writer’s work into a college essay.

Changes to the Syllabus

I reserve the right to make any change necessary to the syllabus and schedule. If necessary, these
will hopefully be minor changes and a new, revised version of the syllabus and schedule will be
distributed.

Important Dates
Labor Day, College Closed September 4 (M)
Last Day to drop, 50% refund September 14 (Th)
Audit deadline September 21 (Th)
Withdrawal deadline October 26 (Th)
No evening classes November 22 (W)
Thanksgiving Holiday, no classes November 23 – 26 (Th-Su)

Schedule

Week 0
8/31 - Discuss Syllabus. Get to know each other. Fill out info forms.

For next class: Read “Bullet in the Brain” by Tobias Wolff and be ready to discuss. Read “Sex,
Death and the Short Story” by Sarah Hall on the Guardian.

Week 1

9/5 - Discuss “Bullet in the Brain.” Writing exercise.

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For next class: Read “How it Feels to be Colored Me” by Zora Neale Hurston in Norton. Read
“Now We Are Five” by David Sedaris on The New Yorker.

9/7 - Discuss the personal, or narrative essay. Discuss “Now We Are Five” and “How it Feels to
be Colored Me.”

For next class: Read Chapter 6, “Narration” in Patterns. p.97-117. Read an excerpt from Fun
Home by Alison Bechdel, p. 12-34 in Norton. Read three selections from 100wordstory.org: Life
by Bicycle; Skinning the Gloves; Skin Flâneur and Dinty W. Moore’s interview. Found online.

Week 2

9/12 - Writing Exercise. Discuss 100 Word Essay. Working on language craft, sentence structure.
Getting creative to meet the requirements. Discuss Narration and Fun Home.

For next class: Write a 100 word essay. Tell a true and personal anecdote in the 100 word
format. You must use 100 words exactly (excluding the title), no more, no less. You may want to
expand on this anecdote for your upcoming personal essay.

9/14 - Assignment Due: 100 Word Essay.

Discuss in small groups how we might improve our 100 word essays. Discuss Fun Home.

For next class: Write your draft for Assignment 1. This is not your final draft and will not be
graded. However, it should be completed to the best of your ability. We will be workshopping
your essays next week, and if your essay is incomplete, it may be difficult to discuss and
improve.

Read Ch. 1 “Reading to Write: Becoming a Critical Reader” in Patterns, p. 13-16. Read “The
Interior Stadium” by Roger Angell, p. 320-29 in Norton. Read “Rape and the Boxing Ring,” by
Joyce Carol Oates, p. 374-77 in Norton.

Week 3
9/19 - Rough draft of Assignment 1 Due. Please distribute all copies to your groups. Writing
exercise. Discuss Angell and Oates essay. Discuss synthesis. Discuss rules and tips for peer
workshopping.

For next class: Read and make notes for your group’s essays.

9/21 - Peer workshop.

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For next class: Read “How to Date a Brown Girl, White Girl, Black Girl, Halfie” by Junot Diaz
online. Read “Tongue-Tied” by Maxine Hong Kingston, p. 461-65 in Norton. Read “My First
Conk” by Malcolm X p. 283-84 in Patterns.

Week 4
9/26 - Assignment 1 Due. “Tell me Something I Don’t Know.” Write a 1000-2000 word personal
essay where you describe a world in which you are a participant or avid observer. This could be a
fan community, sport, art medium, a job or hobby you have/had, or even a description of your
unique family dynamic. Please keep in mind your audience. The instructor and many of your
peers will be reading your essay, so your subject matter will be public knowledge. Free tip:
While sexual exploits and criminal activity may seem interesting to you, these are often cliché
and boring subjects. Be original, be candid, but not explicit.

Writing exercise. Discuss Diaz story, Kingston and Malcolm X essays.

For next class: Read Ch. 2 “Invention” p. 29-47 in Patterns. Read Ch. 4: Drafting and Revising
p. 65-93 in Patterns. Read “How to Read Intelligently and Write a Great Essays” by Maria
Popova on Brainpickings.

9/28 - Discuss brainstorming, journaling, free writing etc. What is your writing process? Discuss
structuring an essay and revision.

Week 5
10/2-10/5 Watch Enron: The Smartest Guys in the Room

For next week: Read excerpts from Enron by Lucy Prebble. Read: “Drama! Music! Financial
Shenanigans” by Alastair Gee at The New York Times online. Read “A Peaceful Woman Explains
Why She Carries a Gun” by Linda M. Hasselstrom. p.353-57.

Week 6
10/10 -Writing exercise. Discuss Enron both the film and the play. Begin discussion of audience
and rhetorical modes. Discuss Hasselstrom essay.

For next class: Read “When the King Saved God” by Christopher Hitchens, p.956-64. Read
“Blue-Collar Brilliance” by Mike Rose, p. 449-56 in Norton.

10/12 - Discuss Hitchens and Rose essays. Discuss perception and realities about class and
religion. Discuss Audience.

For next class: Read “Letter from a Birmingham Jail,” by Martin Luther King Jr., p. 806-819 in
Norton. Read “Letter to my Nephew on the One Hundredth Anniversary of Emancipation,” from
The Fire Next Time by James Baldwin online.

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Week 7
10/17 - Discuss “Letter from a Birmingham Jail” and “Letter to My Nephew.” Discuss the open
letter format.

For next class: Read “Going to Meet the Man” by James Baldwin.

10/19 - Discuss Baldwin. Discuss creating a Medium account.

For next class: Write an Open Letter, 250-750 words, posted on Medium. Address your open
letter to an individual of your choosing, but also keep the larger, public audience in mind. This
person should be a public figure (a celebrity, artist, politician, C.E.O. etc.). Your letter must
include one source, which you will link to in your post.

Read “Java Man” by Malcolm Gladwell, p. 232-37 in Norton. Read: “Kid’s Stuff” by Michael
Chabon, p. 915-20 in Norton.

Week 8
10/24 - Open Letter Due. Writing exercise. Discuss experiences with writing a Medium
Response and Synthesis. Discuss “Java Man” and “Kid’s Stuff.”

For next class: Read Ch. 14 “Argumentation” p. 523-47 in Patterns. Read “Declaration of
Independence” by Thomas Jefferson, p. 776-79 & “Declaration of Sentiments...” by Elizabeth
Cady Stanton, p. 784-86 in Norton.

10/26 - Writing exercise. Discuss Stanton and Jefferson in context with argumentation.

For next class: Write a 750-1000 word response to any article on Medium. Example: “I’m With
Banned” by Laurie Penny. Search for a post or article on a topic that interests you. In your
response you must cite essays or stories we've read so far in class. Assume that the writer of the
original article, or your other readers, have not read the essay you are citing and provide a brief
summary. You must also include an analysis of the essay you've chosen, as well as demonstrated
synthesis between the essay and the Medium post. The purpose of this response is to continue the
conversation, not comment on the strength of the writing or the execution. You must turn in a
hard copy to the instructor.

Week 9
10/31 - 11/2 Medium Response Due. Individual meetings to discuss your writing and progress
in the course.

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For next class: Read excerpts from “Elements of Style.” Read “Decolonizing the Mind” by
Ngũgĩ wa Thiong’o, p.896-904 in Norton.

Week 10
11/7 - Improving sentences exercise. Discuss “Decolonizing the Mind.”

For next class: If you haven’t already, get your topic approved by the instructor.
Read Ch. 16 “Finding and Evaluating Sources” & Ch. 17 “Integrating Sources and Avoiding
Plagiarism” p. 711-28 in Patterns. Read and or look-over Ch. 18 “Documenting Sources: MLA”
p. 729-50. Read “Consider the Lobster” by David Foster Wallace, p. 697-709 in Norton.

11/9 - Discuss MLA rules for essays. Discuss citing properly. Discuss intros and conclusions,
incorporating your thesis. Appropriate topics. Discuss “Consider the Lobster.”

For next class: Write your first draft of the Rhetorical Essay. It doesn't have to be finished, but
a large portion of your essay should be written, including your intro with thesis, and plenty of
paragraphs in support. Read “The Braindead Megaphone” by George Saunders online.

Week 11
11/14 - First Draft of Rhetorical Essay Due. Bring in enough copies to share with your small
group. Writing exercise. Discuss the writing process. Discuss “The Braindead Megaphone.”

For next class: Read your small groups essays and be prepared to discuss.

11/16 - Peer Workshopping.

For next class: Work on refining those essays. Read “The Boston Photographs” by Nora Ephron,
p.716-22 in Norton. Read “The Death of the Moth,” by Virginia Woolf in Norton.

Week 12
11/21 - Final Essay Due: Write a 1500-2500 word essay on an artistic, cultural or political topic
of your choosing. You must be able to take a clear and arguable stance on this topic. This may
include a current artistic movement (example: the importance of street art, or spoken word
poetry, etc.) cultural discussions (example: the lack of women directors in Hollywood, or
concerns with violence in sports) political arguments (example: the flaws and strengths of the
primary process, protections in voters rights etc.) Subjects you should avoid are ones that have
been discussed ad nauseam (abortion, or gun rights etc.) and ones that are either too easy, or too
difficult to prove. Your essay must include 3 sources, one of which must be from a book, or print
(magazines and periodicals are acceptable.) The topic for your essay must be approved by the
instructor no later than 11/9.

Discuss experience finishing the rhetorical essays. Discuss “The Boston Photographs” and “The
Death of the Moth.”

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11/23 - No Class!

For next class: Read “The Swimmer” by John Cheever online. Read “Good Country People” by
Flannery O’Connor online. Read “The Nature and Aim of Fiction” by Flannery O’Connor
online.

Week 13
11/28 - Discuss “The Swimmer.” Discuss “Good Country People” and “The Nature and Aim of
Fiction.

For next class: Read “The Symbolism of Poetry” by W.B. Yeats online (all four pages). Read
“Easter, 1916” W.B. Yates, “Ode on a Grecian Urn” by John Keats, “Dream Song 14” by John
Berryman online. Read Excerpts from Hamlet, King Lear and Macbeth by William Shakespeare.

11/30 - Discuss Yates essay and the symbolism in Yates’s own poems. Learn how to read a poem
for analysis. Discuss analyzing Shakespeare.

For next class: Read any essay in Norton that we have not read as a class. Be prepared to discuss
your essay. This essay will be a part of your oral presentation, so choose carefully. You may need
to read more than one until you find one you like.

Week 14

12/5 - Writing exercise. Discuss essays you read in Norton. Begin to discuss the oral
presentation.

For next class: Continue searching for the essay you would like to present on. This would be a
good opportunity to read another essay or two. You might find one you like better. Discuss Oral
Presentation. Tips for success. Demonstrate Prezi. Technological requirements.

12/7 - Oral Presentation Due: Give a 5-7 minute presentation on any essay in the Norton that we
haven’t read in class. Your oral presentation should gives us a short background on the writer
(what is their background, other notable works and accomplishments etc.), an explanation on the
genre of the essay (personal, exemplification, process, argumentative etc. If you we did not cover
your particular genre consult Patterns), and your analysis of the essay. If the essay has a thesis,
identify and summarize it. If there is no thesis (a personal essay may not have a concrete thesis),
then tell us what made it a particularly effective or moving essay. Your presentation must include
citations from the text to back your claims. You must also cite the essay itself at the end of the
presentation using MLA format. Using a visual tool such as Prezi or Power Point is not required,
but very helpful. Please use if you can.

Week 15

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12/12-12/14 - Finish Oral Presentations.

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