Language Arts 1-2 (H) is an advanced-level course that emphasizes the concepts and genres of literature and rhetoric. Students will engage in rigorous academic activities aligned with district and state standards to prepare them to take advanced placement classes in the 11th and 12th grades. Major literary works studied at this level include Orwell's 1984, Huxley's Brave New World, Dickens' Great Expectations, Austen's Sense and Sensibility, Shakespeare's Macbeth and Sophocles' Antigone, as well as a survey of short fiction and poetry. Writing projects this year include AP-style timed writes, argumentation/persuasion, business communication, personal narrative, formal research and causal analysis.

2009 ENG 101 WeekbyWeekdoc.doc

Course: ENG 101

Semester: Fall

Course Description: The first half of a two-semester sequence, this course on rhetoric and composition emphasizes establishing effective college-level expository writing strategies.

Prerequisites: Appropriate English placement score or a grade of "C" or better in ENG 071. All students who wish to enroll in English 101 must take a placement test which will help them and an advisor select an appropriate English course. The schedule and locations for placement testing are included in the Rio Salado course schedule. If you have a question or need more information, please call Student Services.

The goal of this course is to help you be successful in all your college assignments that require writing. It also teaches specific skills and strategies that we think will help you improve your writing on the job and everywhere else.

Text: Nadell, Langan, and McMeniman. The Longman Writer: Rhetoric, Reader, Handbook, 5th ed. Pearson Education, Inc., 2002.

Course Expectations: ENG 101 is designed to provide practice in the techniques of organizing and developing academic essays, but the skills and strategies it teaches are general enough to be helpful in any kind of writing. The purpose of this course is to help students write clearly and thoughtfully about any subject; students should expect to give their writing serious effort, revising their work through several stages. While the basic course will present some review material, it assumes that students possess basis skills in English, including the ability to: use correct grammar, punctuation, and spelling, and use basic writing strategies that demonstrate an understanding of sentence structure, clear expression of ideas, and Standard English usage. Assignments: To receive a passing grade in this course, each student will compose a minimum of at least 3,000 words in at least four writing projects (with revisions), weekly journal entries, a midterm exam, and a final exam. Also, students will satisfactorily complete all other class assignments as presented. Typing or word processing is recommended for the essays and legibility is required in all assignments. Please remember that all assignments and projects labeled "long term" must be submitted on the date specified. If an assignment is not turned in on that given date (within the first five minutes of class) then no credit for the work will be given.

Plagiarism Warning: It is expected that every student produces his/her own original work. Any student whose work indicates a violation of the MCCCD Academic Misconduct Policy can expect penalties as specified in the college catalog.

Course Competencies: Through a minimum of four writing projects comprising at least 3,000 words (final drafts), the student will demonstrate an understanding of writing processes through the ability to do the following:

1. Analyze specific writing contexts. (I, III) Context includes audience, purpose, occasion, topic, and author, along with the writingÃ≠¢Ã∞¢Ã≠¡Ã∞â≥¢s ethical, political, and cultural implications.

2. Organize writing effectively. (II, IV) Effective organization displays unity, coherence, and logical development of an idea appropriate to a specific writing context.

3. Use appropriate conventions in writing. (I, IV) Conventions include consistent voice, tone, diction, grammar, and mechanics.

4. Synthesize and document information from sources appropriately to develop and support original ideas. (III, IV) Synthesis includes summarizing, paraphrasing, and quoting sources appropriately to maintain academic integrity, and integrating these into the student's own writing.

5. Use feedback to revise writing effectively. (II) Feedback is obtained through peer review, instructor comments, and/or other sources.

6. Assess individual writing strengths and identify strategies for improvement. (II, III) Self assessment is achieved through instructor conference, portfolio review, written evaluation, and/or other methods.

7. Choose appropriate technology to generate, format, edit, and deliver writing. (II, IV) Appropriate technology includes current hardware, software, and/or media.

Attendance: Since full and active participation is essential to success in this course, full attendance is required. Students are not allowed to miss more than six class periods per semester. Upon the 7th absence, students will lose college credit. Sweep is counted as an absence.

Grading: Points will be assessed for all essays and all other classroom assignments and activities.

Grading Scale: A=100-90%, B=89-80%, C=79-70%, D=69-60%, F=59-0%

Note: You must earn an average of 60% or better on all major assessments to receive college credit.

Course Description: This 1/2 credit pass/fail course integrates language arts and drama by giving students an opportunity to experience, respond to and discuss drama with peers, teachers, professional actors, and stage production crew. This supports Deer Valley Unified School District curriculum by reinforcing listening, speaking, and writing skills while engaging students in evaluating works of art. It is not duplicated by any courses offered in the district, but does represent substantial enrichment for students who wish to explore drama beyond the classroom.

Assignments: Students must attend seven dramatic performances with the group, participate in discussions after the event, complete reading assignments prior to productions and write journals related to each production. A copy of these journals will be given to Arizona Theatre Company as part of their participation in the project. Students will be asked to give an oral presentation at the end of the semester exploring the culmination of their theatre experience. Any student who is unable to attend any of these productions will be asked to do written work as a substitute: either critical essays, research papers, or reviews of an equivalent performance (pre-approved by the teacher).

Course objectives: Students will critique dramatic productions, write reader response journals related to the performances they attend, read critical analyses of and conduct research on dramatic productions, discuss performances with their peers and stage professionals, and present an oral project reflecting their theatre experiences. As the title indicates, the ultimate objective of this course is to help students appreciate drama in a profound and lasting way.

Outline of Activities:

TBA - Applications for Spring 2010 Open Doors will be available starting in November.