Syllabus for
Expository Writing

(Short title: Think & Write)
ENG. 143G / Sec. 9,
Credit: 3 Hours / FO   221

Fall 2000/ T-Th/ 1:20-2:50

Instructor: Dr. Anderson M. Rearick III
Dr. Rearick's Office: Founders Hall 214
(Within 219: Lit., Lang., & Comm. Dept.)

Office Hours: MWF 8:00-9:00 / 1:50-2:50 & T-Th. 11:30-12:30 / 3:00 - 4:00
or by appointment (but there's not much room left)

Home Phone 392-3738
(Please do not call after 8:00--Andy and Laura are hopefully in bed)
Office Ext. 3508
email: arearick@mvnc.edu (Checked Morning and Evening)

"Whatsoever Ye Do, Do All to the Glory of God"

1Corinthians 10:31
  Please Note: What you hold is a hard copy of a web document accessible to any computer with internet access. The index units below, showing this document's contents, are links to the actual document.  While the basic plan of this class is established, fine tuning as well as added resources may not be included. I will announce additions in class.   Still, student are encouraged to check the actual web site regularly.
 
Course Index:

Course Description:

ENG. 143G, Expository Writing [3], emphasizes the study and practice of writing and editing the expository essay. It is the art of presenting a point of view in writing either as commentary, argument or in the form of critical writing. Pre-requisite: ENG. 083 or ACTEnglish with a score of 19 or above. Typing skills are mandatory since all work handed in will by typed.

Power Point Presentations:

Texts: Tools:

Class Procedure:

ENG. 143G, section nine (9), of Fall 2000 meets twice a week during which sessions part of the time will be spent on mechanics and the techniques of writing found in The Scribner Handbook.  Special emphasis will be given to the writing process (pre-writing, drafting, proofreading, and revising).  Also covered will be the essay format, modes of exposition, argument and persuasion (MVNC 2000-20001 Catalogue).

Meanwhile the second part of the class will emphasize the topics found in Rereading America and in Hot Potatoes Christians are Afraid to Touch. These texts will hopefully engender ideas in students worthy of textual treatment.  Of course since reading is vital for the process, Students will be tested regularly on the readings and class discussions. These tests will be the foundation for the midterm and final.

Both parts of the class are meant to promote a series of essay assignments, some of which will require evidence of the process which led to the final copy.

Class Objectives:

Evaluation:

Each student must produce four essay packages made up of a first draft and revision. There will be four tests throughout the semester, a mid-term and a final. Students will maintain an on-going journal. Student attendance and participation. The final will be an in-lab essay written on a computer

  • Essays 30%
  • Editing 20%
  • Journals 20%
  • Testes 10%  (1) Sept. 21 (2) Oct. 5 (3) Nov. 14 (4) Dec.  5
  • Mid-term 10% (Thursday Oct. 19)
  • Final 10% (Thursday, Dec. 14 at 10:00)
    • Final Grading Scale:
    The Essays (30% of grade):

    Each student will produce four(4) typed essays of a variety of topics and in a variety of forms. Each essay will go through a process of at least one revision. How specific essays are graded will be discussed in more detail at a future date. All essays must be handed in for a student to pass this class. Late work will be docked three points a day (that is per one calendar day after the stated due date). I do not accept piles of work at the end of the semester: that is the road to madness.

    Form:

    All papers, both first draft and final, will be typed and done so in 14 font. They will also be in Modern Language Association (MLA) style.  MLA is the standard for both this class and most research writing classes.  For an full example look at The Scribner Handbook on page 745.

    Electronic Submissions and email:

    Perhaps one day students will hand in their work via disk or email.  However, since my grading time can not be limited to the time I sit in front of a computer screen, all work must be handed in as hard copy.

    One final thought, when you contact me via e-mail be certain to include your name, class, section and class number right on the top. With one expository section, two research writing sections and one intro to literature class, I need this information to keep people straight.

    The Web:

    As we make our way through the readings you may wish to visit my web page,  Dr. Rearick's Reading Corner, located at http://nzr.mvnc.edu/nzr/faculty/trearick/index.htmlI have tried to place some ideas and even sometimes some test questions connected with our class readings within these files.

    If you wish to make your way through the front door and see what other faculty are up to check out the MVNC Intranet Web page at http://mvnc.edu/nzr which for some reason comes up on my computer with the address  http://nzr.mvnc.edu/nzr/

    Also note that the Scribner Handbook now has web pages which make it interactive. Go to www.abinteractive.com.

    Peer Evaluation (20% of grade):

    On primary due-dates (after being confirmed by the instructor) each student will exchange papers with a classmate, referred to from now on as a "peer." That peer will check the typed first draft for mechanical difficulties (comma use, fragments, etc.) and return the paper with corrections after signing the draft with his or her class number on the lower left-hand side of the first page. The corrected manuscript is due by the following class. A standard list of revision symbols (pg. 10), taken from The Scribner Handbook, has been included in this syllabus. Also you will find a section on "Tad-bits" (pg. 10 in standard printout), pet-peeves that I hate to find in student papers.

      Note: in your future employment when a superior tells you typical errors which trouble him or her, it's wise to avoid such habits.  You will demonstrate to the employer that you are the kind of worker who excels and the same is true in this class.

    When the final typed paper is handed in on the secondary due date, the first draft must be included. Thus, for each essay assignment, students will receive a grade on their creative as well as their editorial abilities. No student should edit more than one paper for an assignment, unless as a second or third reader for extra credit. However, peers may be different for different essays.

    Class Wisdom:

    The final point in the above paragraph may seem frightening to some since one's grade will at times hang on the maturity of a fellow student. This is why it is vital to cover oneself. Always make a back-up copy of one's work both on disk and on hard copy.  If in the shuffle of papers your work is mislaid by the instructor, it is your responcibility of have a backup copy.  MAKE A BACKUP OF ALL YOUR WORK!

    Peer Editing:

    Students will be also responcible for (and graded for) their peer editing.  Simply put, this means that each student will read a fellow student's paper and give encouragment and advice.  Comments must always be there and should be thoughtful.  Here is a link to a the Power Point presenation given in class containing some specifi tools and suggestions.


    Class Numbers:

    Class numbers will be assigned to you by the middle of the second week of class. They are not your ID numbers but are instead your alphabetical standing in this specific class. It's a "filing thing" which helps me quickly keep your grades in order.

    Class Etiquette:

    As a meeting of adults, the class is to be personified by respect for one another and for the instructor. Behavior which is excessively disruptive (private talking, passing notes, chewing gum, snickering while someone else is speaking etc.) will not be tolerated. Also no hats will be worn during class sessions--this is not a ball park, and I need to see your eyes. All in all, the abandonment of what was sometimes "OK" in high school but not in college is described in Paul's conclusion: "When I was a child I thought as a child but when I became a man (or woman) I put away childish things."   Every minut you spend is class is costly to either yourself or your parents.  Individuals who are not able to abide by these guidelines will be asked to drop the class.

    Class Attendance:

    You are expected to attend all classes scheduled. This is especially true of Tuesday / Thursday classes.  If a student accumulates three (3) un-excused absences the final grade will be dropped half a grade. Seven un-excused absences will mean that the student will be asked to withdraw from the course.

    Plagiarism:

    One of the goals of this course is to determine that students know how to avoid plagiarism. Plagiarism is simply taking credit for work which is not yours. Sometimes a writer forgets to cite a source. This is poor scholarship. If a student draws from other writers, he or she must give those writers credit. At other times a writer will copy another person's work and place his or her name upon it. This is stealing and will result in the automatic failure of the student.

    Tests (10% of grade):

    There will be four tests given on covered mechanics, the reading, and on classroom discussion throughout semester. Usually these will be made up of 25 questions in either true or false or multiple choice type. A student will be allowed to make up an test for an excused absence. However, this make up must be achieved within two class days.  Please note the following dates ahead of time (1) Sept. 21 (2) Oct. 5 (3) Nov. 14 (4) Dec.  5

    Midterm and Final (20% of grade /10% each):

    The midterm  (Oct. 19) and the final (Dec. 14) will be similar in format to the tests. The Midterm will draw from the first half of the semester and the final will draw heavily from the second. However there may be some questions on the final taken from the first half of the semester. And because one can never repeat this kind of information too much, here are the dates again:

    Journal (20% of grade):

    Your journal is IMPORTANT!  You should write in it two times a week.  It is your personal repository for what you think about the works you are reading and about the material being covered in class.

    I will be looking for the following in your journal and what I describe is my minimum expectation--it means you do all that I ask and get a "B+"  For an "A" the student must go beyond the instructor's expectations.

    Tuesday Oct.. 10
    Thursday Nov. 9
    Tuesday  Nov. 28

    1.  Two entries per week (totaling 26 by the end of the semester). Going beyond that 26 entries could indicate to the instructor the kind of student who will achieve a high grade.  Please note that writing in your journal is  not connected with days in class.  In fact to reach the required 38 entries  you may have to write on weekends.  Remember it is also allowable to write two entries on a day as long as both are adequately developed. Please note. . .
     A. Periodic class checks may occur to determine the currency of your journal entries.   So, always bring your journal with you to class.

     B. Oct. 10,, Nov. 9  and Nov. 28 (Right before Thanksgiving Break)

    2. A table of contents made from the thesis sentence found in each entry.

    3. Journal entries must be at least 2/3 of a page long.  Furthermore, if you are one of those individuals like St. Paul with BIG handwriting-- "Ye see how large a letter I have written unto you with mine own hand"  (Gal. 6:11)--then you should plan to write more than what I have  suggested.  I've seen some fill up 2/3 of a page with "I've been thinking  about our reading."

    4. All entries should be numbered and dated
     (For Example: Entry # 10; Sept. 21).

    5. Although I will not be grading the journal harshly concerning mechanics and restarts of thought (which require a single line to cross out some    material), I do expect the final product to be neat and legible.  Also you  should write full sentences within paragraphs--no fragmented stream of  consciousness experiments.  "Split from society--bad."  To be specific, I will be especially looking in your journal for. . .

    A. Development of ideas.  Remember that it is not necessary to finish a
    work to have a good idea.  In fact waiting till you have finished can be   overwhelming. Keep your journal handy while reading.
    B. Interconnectedness of journal entries.  This means that an idea you examine at one point in your journal might have relevance to another work discussed later. Works in literature should not be thought of in a vacuum.
    A Journal is NOT. . .
    1. A diary. Your entries should be a mixture of commentary concerning what  you read and what you discuss in and out of class about literature.  I do  not want to read (as I have in the past) what you had for lunch or who is  presently percolating your hormones.
    2. A place for notes.  Class notes belong in the section provided for them in your loose leaf.  I should not see your actually writing in your journal  during class.  This also means that a journal is not a re-hashing of what is  covered in class ("today in class we talked about. . .etc etc.").
    To see an example of a possible journal entry see text included at syllabus' conclusion.

    REMEMBER:  Your journal accounts for 20% of your grade.  That's the same as your final: DO NOT PUT OFF TO THE LAST MINUTE: DO NOT "BLOW IT OFF!"

    Readings:

    During the semester, readings will be assigned from either the Scriber Handbook, ReReading America, or 20 Hot Potatoes. Most of the questions on the tests and the exams will be based on those readings, so it is a good practice to record what I assign to you on your syllabus. The Scriber will be mostly practical advice about the art of writing. In ReReaind America however, the readings will be from a wide collection of perspectives belonging to people who live with us as fellow Americans. Many of them will be different from you, some will be annoying, and some you will possibly find repugnant as a Christian. Because this instructor assigns a reading does not mean he agrees with it. He may feel, however, that it represents a voice which needs to be addressed. Often Campolo's essays help add a Christian perspective to the argument, but it should be noted that not all Christians agree with Tony, and you should not think your faith is being doubted if you are one of those individuals.

    As Christians we are called into the ministry of healing the world. We can not heal the world by yelling at them while not listening to them, Christ preached, but he was also always in dialog with those to whom he ministered. Look how he worked with Zaccheus or the woman at the well. If we are going to follow his command and preach the gospel, we need to be willing to listen to the perspectives of others with whom we do not agree. Only by understanding others can we demonstrate that Christianity is not the religion of a single race, class or gender. We must listen and then respond. It is only those who are afraid that they will be unable to reply adequately to the questioning of others who fear a dialogue--and as Christians we have nothing to fear.

    Myths:

    Many of my studnets have a difficult time with the use of myth in the ReReading text. For most Americans, myth is synonimous with false.  So if someone says that the American Dream is "a myth," the assumption made by many is that speakder believes the idea of "The American Dream" it is faulse.  (And in some of their wording, several authors in ReReading America seem to suggest this as well.)  However, this is NOT what we will mean when we use the word myth in this class.

    For this class the word Myth will be defined as a story or concept which helps individuals make sense of their world both in what happens to them and how they will respond to events and plan for the future.  Thus, the concept a student must have is not is this idea a myth or not but whether this myth is true or not.  C.S. Lewis referred to the story of Jesus as a myth, but he empisized that he saw it as "THE TRUE MYTH."  In our readings we willl be examing a number of concepts which have been accepted by many as true.  What we must determin is how well these ideas have held up in the experiences of Americans.

    Extra Credit:

    A student who wishes to attain an "A" must be willing to do more than just good work, he or she must go beyond the instructor's expectations. One way to do this is to do extra credit. In the above section describing the journals, it has already been noted that extra journal entries which are also of good length will help improve the student's grade. Keeping an eye out for what can be gathered in the open media which applies to the different topics of discussion and bringing them to class will be considered helpful. Also on the Friday before Halloween, a day to celebrate the imagination, extra credit will be given out for short stories concerning the fantastic. Remember, however, just doing the extra work is not enough. The work itself will be weighed for its quality

    Extra Help:

    Academic support, located on the first floor of Founders Hall, has several tutors to assist students build their study skills. Also on staff is is one English tutor, Amy Dixon, who will be available for consultations and will be running workshops to aid in composition difficulties. The Extension for Academic Help is 4540.   There is absolutely no disgrace in getting still another reader for one's work. Whenever I write I look for outside readers. Finally, while it's impossible to promise that the student will receive an "A," going to see her is an superb way to improve one's writing.
     

    Problems to Avoid:

    "Tad-Bits"
    My Pet Peeves in Student Writing

    1. There is no such word as "alot." It's a lot.

    2. When describing the past avoid the overuse of "would."
     

    Weak: We would often have lunch by the sea and would go swimming afterwards.

    Stronger: We often had lunch by the sea and went swimming afterwards.


    3. Avoid the "impersonal you." Not only often wordy but also often inexact.
     

    "When you get pregnant your ankles sometimes swell as much as your breasts."

    "Not me" says the male reader.


    4 Similarly do not use the inclusive "we" In most essays the writer do not have the right to speak for anyone but him or herself.
     

    "As Christians we know that whenever we go through hard times that God has a particular purpose for these experiences."

    "Um, I'm not so certain" says the Process Theologian.


    5 Avoid absolute phrases like "Everybody knew everybody else," or "Mom and Dad always argued about who was going to drive." Temper your writing:
     

    Nearly everybody knew one another." "Mom and Dad often argued about who was going to drive."

    Save absolutes for absolutes. "Death comes to everyone.

    Spring always returns."


    6 Be as concrete as you can be before making general statements. Another problem with words like always is that it often introduces an example that is vague because there are no particulars. General points may begin a paragraph but use specific moments in time with details to prove that point.

    7 "Awesome" is not a universal adjective. Mountains are awesome; the cosmos is awesome; God is awesome. A mechanical pencil, no matter its level of excellence, is not awesome.

    8 "Totally" is intensely overused. Students should limit its appearance in an essay to about once or maybe twice and be certain that it really fits the use.
     

    "I am totally bored." "Dave is totally bummed"

    "Leslie is totally overwhelmed by her schoolwork

    "I am intensely bored." "David is really bummed."

    "Leslie is utterly overwhelmed by her schoolwork."


    9 Avoid phrases like "I feel," "I think," "I believe." If an opinion is in a paper and is not credited to someone else, the reader assumes that the feeling experienced. the position held, or the belief described belong to the writer without being overtly told so.

    10 "Being" is not the same as the verb "is."
     

    Tom is going to lead the team today. Jack being sick." Either make the last phrase independent by using the verb "to be" or connect the sentence to the first independent clause with a comma.


    11. When using "like" remember that this word is meant to compare two things that in most of their characteristics are unlike except for some specific qualities which the writer wants to emphasize.


    12. Be careful how you use comparatives like "more" or the "er" form of an adverb.

    13. As pretty as other styles may be, stay with "Times New Roman," keep your font size at 10 to 12, remember to use one inch margins on the top and bottom of your page and 1.25 for its left and right margins (MLA requires 1 inch), and don't forget to double space your text: Form matters! Save your creativity in a writing class for the writing.

    Taken from the rear of you Scribner Handbook





















    2000 Fall Class Schedule
    Please Note this Schedule is Not Carved in Stone
    Also because of the textual difficulties of this semester, the class schedule will be completed later.
    Week One
    Wed. Sept. 6- Friday Sept. 8
    Thursday: Sept. 7
    Introduction
    "Mugs" and the explanations of how a thing can reflect one's culture.
    Week Two
    Sept. 11-15
    Cultural Identities and the Concept of Family

    Tuesday: Sept. 12 First (1st) Essay Initial Draft Due: The Reflection of Your Culture in a Possession

    Thursday: Sept. 14 Return Peer Corrections
    Week Three
    Sept. 18-22
    Tuesday: Sept. 19
    Essay Package # 1 Due
    Thursday: Sept. 21


     Test # 1

    (Pleae note that some questions from this reading may appear on the test scheduled for today)
     

    Week Four
    Sept. 25-29
    The American Culture Myth: 
    How Much With and How Much Against Christianity?

    Tuesday:Sept. 26

    Thursday Sept. 28
    Week Five
    Oct. 2 - 6
    Tuesday  Oct.. 3
    Thursday Oct.. 5
    (Pleae note that some questions from this reading may appear on the test scheduled for today)

    Test # 2

    Week Six
    Oct. 9-13

    Tuesday Oct.. 10     Second (2nd) Essay Initial Draft Due: Your Culture and God's Kingdom

  • Rereading America "Have-Mores and Have-Lesses" . . .356  Donald L. Bartlett and James B. Steele
  • 20 Hot Potatoes "Are Funerals a Rip-off?"
    • Thursday Oct.. 12     Return Peer Evaluation of Draft
  • Rereading America "Streets of Gold: The Myth of the Model Minority" . . .366  Curtis Chang
  • Rereading America "The Black Avenger" . . .376 Ken Hamblin
    • Week Seven
    Oct. 16-20
    (Midterm break begins Oct. 19 at 4:00)
    Learning Power: The Myth of Education and Empowermen In a Christian Framework

    Tuesday Oct.. 17 Essay Package # 2 Due

     
    Thursday Oct. 19   Midterm EXAM
    Note: Best method of studying for this exam is to review tests one and two
    Midterm Break Begins at 9:30 Thursday Evening
    Week Eight
    Oct.. 23-27

    Tuesday Oct.. 23

     Rereading America "The Seven-Lesson Schoolteacher" . . .166 John Taylor Gatto
    20 Hot Potatoes "Should We Pull Our Kids Out of the Public School System? "
    Thursday Oct.. 26
    Week Nine
    Oct. 30 - Nov. 3

    Tuesday Oct.. 31

    Special Extra Credit Option: Hand In Creative Story for Halloween

    Thursday Nov. 2

    Rereading America "The Achievement of Desire " . . .202  Richard Rodriguez


    Week Ten
    Nov. 6-10

    Tuesday Nov. 7

    Thursday Nov. 9
    Week Eleven
    Nov. 13-17
    American Culture, Gender Complexity and Our Faith 

    Tuesday Nov. 14


    ThursdayNov. 16

  • Rereading America "Connected Education for Women" 256-262
  • Rereading America "Girl . . .418   by Jamaica Kincaid
  • Mini Quiz # 4

    •  
    Essay Package # 3 Due

    Week Twelve
    Nov. 20-24 Thanksgiving
    Tuesday Nov. 21
    Rereading America "Becoming Members of Society: Learning the Social Meaning of Gender . ." .421   by Holly Devor
    Scribner Handbook "The Argumentative Essay"
        Chapter 7 parts a-b  pp. 143-151
    Rereading America  " Nora Quealey . . ."  430   by Jean Reith Schroedel
    7th Day Adventists Reasons Why Women Should Not Be in
    the Ministry (Hand-Out)


    Thursday Nov. 23

     Thanksgiving Break
     
    Week Thirteen
      Nov. 27 & 29
    Nov.    28
    Nov.   29
    Rough Draft of Paper #4 Due
    Week Fourteen
     Dec. 2 - 6

    Tuesday Dec.  3

  • Rereading America  "The Gender Wardens . . " .491 by Christina Hoff Sommers
  • Scriptural Support for Women as Ministers (Handout)
  • Hypertext Guidelines for MLA
  • Prof. Rearick's Power Point Presentation on MLA
  • Film   A Christmas Story

    • Rough Draft of Paper #4 Due
    Third and Last Journal Check (At least 26 Entries Expected--with the last being a closing comment about your impressions of this class.)
    Thursday Dec.  5
  • Mini Quiz # 6
  • Film    A Christmas Story

    • Return Peer Evaluation of Draft for Paper #4
    Clean UP and Review
    Week Fifteen
    : :Dec 11-15
    EXAM Week
    Essay Package # 4 Due Place in Dr. Rearick's Mailbox in Founders Hall
    Final Exam: Thursday, Dec. 14 at 10:00
     
     

    Have a Glorious Christmas. . .

    and a Joyful New Year!
    This page last updated on
    Nov. 28, 2000
    Other interesting readings:
    20 Hot Potatoes "Should Preachers Start Preaching against Sports?"
    20 Hot Potatoes "Is Hunting a Sin?"