Eng 101 Communication Arts Instructor Benjamin Longfellow

Eng 101 Communication Arts Iinstructor Benjamin Longfellowadams State

Eng 101 Communication Arts I instructor Benjamin Longfellow Adams State University Extended Studies Open Enrollment Section # 1472 I. Course Title: Communication Arts I. II. Course Number: ENG 101 III. Credit Hours: 3 IV. Catalog Description: A course designed to provide students with the reading, writing and critical thinking skills necessary to produce effective college-level expository writing. V. Curricular Relationships: Effective writing is fundamental to student learning and success in every discipline. VI. Student Learning Outcomes: 1. Major outcomes: Students will A. improve their ability to read and write effectively, accurately, and critically. B. think independently, analytically, and creatively. 2. Minor outcomes: Students will A. cultivate appreciation for diverse cultures, persons and ideas and increase their understanding of their place in a multicultural framework; B. practice distinguishing fact from opinion; C. function effectively in groups; D. respond to the aesthetic dimensions of human experience in the field of writing, explore basic moral and ethical philosophies, and consider the place of writing in community involvement; and E. develop writing-related technology skills. VII. Content Outline 1) How to write effective expository essays a) finding a topic and developing a thesis b) organization and development c) unity and coherence d) introductions, transitions, and conclusions e) grammar and mechanics, the rules of Standard English f) style and voice g) analyzing and addressing different audiences h) the rhetorical patterns 2) The writing process, its steps, its importance 3) Writing in different contexts for different purposes (academic, persuasive, business, creative, personal) 4) Writings of multicultural professional writers a) reading critically b) analyzing and responding to the ideas c) analyzing the structure and presentation 5) Reading and analyzing peers' essays and one's own essays; getting and giving feedback in groups and pairs 6) Using word processors, spell checkers, and grammar checkers In addition to coverage of these topics, the largest component of the class will consist of students practicing these skills by writing and revising their own essays. VIII. Course Requirements: Procedures / Policies: Students will be required to submit several short constructed responses (averaging 250 words each), at least six essays (ranging from words each) for evaluation. They will also be evaluated on other aspects of the writing process, including pre-writing, collaborating, drafting, editing and revising. The course will be discussion- based and will provide opportunities for student responses to diverse readings. IX. Grade Distribution and Scale Writing Prompts 15 x 25 points 375 points Discussions Short Constructed Responses 2 x 25 points 50 points Writing Process 150 points 50 Word Bio 25 points 8 Sentence Paragraph 25 points Thesis Statements 25 points Introduction Paragraphs 25 points Body Paragraphs 25 points Conclusion Paragraphs 25 points Papers 1150points Compare and Contrast Papers 2 x 50 100 points Analysis Papers Drafts 3 x 50 150 points Finals 3 x points Narratives 150 points On Self 50 points Personal 100 points Response Papers 3 x 50 150 points Old Man Wings 50 points Case Benjamin Button 50 points Dover Beach / Dover Bitch 50 points Essay 200 points Young Goodman Brown Draft 50 points Young Goodman Brown Final 100 points The Things They Carried 50 points Creative Writing Assignment 100 points Poems 5 x 25 points 125 points Diction 25 points Imagery 25 points Lines 25 points Sounds 25 points Meter 25 points Sonnet 25 points Final 100 points Total Points for class: 1950 points Grading Scale: 90-100% 1755 – 1950 points A 80-89% 1560 – 1754 points B 70-79% 1365 – 1559 points C 60-69% 1170 – 1364 points D 59 and below 0 – 1169 points F X. Required/ Recommended Readings: A basic handbook of grammar and style such as Hacker's Rules for Writers, to be agreed upon for all Eng 101 sections. Other books may include a reader with rhetoric such as Elbow and Belanoff, A Community of Writers, or Stanford, Connections: A Multicultural Reader for Writers. Textbooks can be purchased from the Adams State University Bookstore. To order textbooks or obtain information about book titles, you may go to and click on the "Undergraduate" or "Educators K-12" icon. Click on the "Bookstore" link. Select "DISTLEARN" from the department menu. ( Use Section Number: 1472 to order books from Bookstore site. This should provide the correct textbook information and ordering options. If you have questions, you can contact the Bookstore at , email Loretta Martinez at [email protected] or send a mailed request to Adams State University Bookstore, 208 Edgemont Blvd., Suite 3140, Alamosa, CO 81101. XI. Unit by Unit Layout Unit 1 Writing Prompt Introduction to class Read Most Common Punctuation Mistakes The Structure of the Essay Audience Read through Plagiarism Handout and Write 1 page in your own words: What is plagiarism? How it can be avoided? Unit 2 Writing Prompt 50 Word Bio 2 page (500 words) Narrative on Self 8 Sentence Paragraph Read A Clean, Well-Lighted Place by Ernest Hemingway Answer two short responses Discussion Posts tel: mailto: [email protected] Unit 3 Writing Prompt Read The Yellow Wallpaper by Charlotte Perkins Gilman Read The Garden Party by Katherine Mansfield Compare and contrast the main characters in these stories. Handout on Compare and Contrast, Discussion Posts MLA Citation Handout on MLA Example page. Thesis Introduction Handout: How to tell a strong thesis from a weak thesis Given a topic, write a good thesis statement Poetry Introduction Diction Unit 4 Writing Prompt Poetry Introduction Imagery Read Sir Gawain and the Green Knight Short Response Questions. Discussion Posts Personal Narrative 3 page (750 words) Pick one event from your life Academic writing Process Given Topic, writing an introduction Unit 5 Writing Prompt Poetry Introduction Lines and Sounds Academic Writing Process Body Paragraphs Read A Very Old Man with Enormous Wings by Gabriel Garcàa Mà¡rquez 2 Page Response to the reading Discussion Posts Creative Writing Assignment Write a short story (if you need a prompt, email me) Unit 6 Writing Prompt Poetry Introduction Meter Academic Writing Process Conclusions Introduction to the Analysis Paper Handouts Example Analysis Paper Read Poems The Road Not Taken by Robert Frost Saul and David by Anthony Hecht I am not Yours by Sara Teasdale Poor Angels by Edward Hirsch Discussion posts and questions Analysis paper 1 Draft Unit 7 Writing Prompt Peer Edit of Analysis Paper Revision of Analysis Paper Due Read Young Goodman Brown by Nathaniel Hawthorne Essay Question: Why does Goodman Brown become "a stern, a sad, a darkly meditative, a distrustful, if not a desperate man" after his experience in the forest? Discussion Posts Unit 8 Writing Prompt Peer Edit of Young Goodman Brown Essay Revise Young Goodman Brown Essay Rd. The Curious Case of Benjamin Button by F. Scott Fitzgerald 3 Page Response Paper Discussion Posts Unit 9 Writing Prompt Read Poems Dreams by Langston Hughes Stopping by Woods on a Snowy Evening by Robert Frost I Love You Except Because I Love You by Pablo Neruda Invictus by William Ernest Henley Discussion Posts and Questions on poems Analysis Paper 2 Draft Unit 10 Writing Prompt Peer Edit of Analysis Paper 2 Revise Analysis Paper 2 Rd The Things They Carried by Tim O’Brien 2 Page Essay relating to The Things They Carried on what are some things you carry everyday. Discussion Posts Unit 11 Writing Prompt Read The Story of an Hour by Kate Chopin Read A White Heron by Sarah Orne Jewett Read The Necklace by Guy de Maupassant Discussion Posts on these stories Write a Comparing and Contrasting Essay for the main characters of two of these three texts we read this week Unit 12 Writing Prompt Read Poems Prophetic Outlook by Ernest Hilbert Domestic Situation by Ernest Hilbert Flatirons by David Yezzi Discussion posts on these poems Writing a Sonnet I would recommend the Shakespearean sonnet but here is a link which has the examples of each type of sonnet: Unit 13 Writing Prompt Read The Bet by Anton Chekhov Read God Sees The Truth, but Waits by Leo Tolstoy Discussion Posts Unit 14 Writing Prompt Read The Man Who Would Be King by Rudyard Kipling Discussion posts Analysis Paper 3 Draft Choose any story we have read Unit 15 Writing Prompt Analysis Paper 3 Final Draft Read Dover Beach by Matthew Arnold Read The Dover Bitch by Anthony Hecht Discussion Post Response to both poems Unit 16 Final One of these five questions will be randomly chosen for you, you will 1 ½ hours to complete this essay. 1. In The Yellow Wallpaper, the narrator reports at the end of her story that John faints. Did Gilman intend this incident as a suggestion that the doctor and men in general are really no stronger than women emotionally? Explain your answer. 2. In A Very Old Man with Enormous Wings, how does the priest react to the man with wings? What does his response symbolize? 3. F. Scott Fitzgerald makes a bold commentary about class and social standing in The Curious Case of Benjamin Button. Explain whether you believe it to be the story of society’s refusal to accept anyone who is different. 4. In The Story of an Hour, the story says Mrs. Mallard "had loved him [her husband]-- sometimes. Often she did not." If she was "often" not in love with him, why did she marry him? 5. In The Bet, the lawyer writes that he has experienced all kinds of things in books: love, hunting, mountain climbing, storms, miracles, religions, wars, etc. Is reading about something the same as experiencing it? Which is better and why?

Paper For Above instruction

The course described is an extensive and comprehensive introduction to college-level communication arts, focusing on reading, writing, and critical thinking skills essential for academic success. It emphasizes the development of expository writing through structured instruction on essay construction, the writing process, and audience awareness. The curriculum encompasses a broad array of writing types, including narrative, analytical, compare and contrast, and creative writing, along with the critical analysis of multicultural texts. Students will engage in peer reviews, use technological tools to enhance their writing, and participate in discussions designed to deepen their understanding of rhetorical patterns and stylistic choices. The course also integrates reading assignments, including stories, poetry, and literary excerpts, to foster close reading and analytical skills. Assignments are varied and include essays, responses, reflections, and creative projects, all aimed at honing students’ ability to communicate effectively, critically, and ethically. Evaluation is based on a detailed point system aligned with a final grade scale, encouraging consistent participation and demonstrating mastery through drafts, revisions, and final submissions. The structured layout guides students progressively through foundational skills to complex analytical writings, culminating in timed final essays. Overall, the course aims to equip students with the necessary tools to think critically, write effectively, and understand diverse perspectives within a confident, academically rigorous framework.

References

• Elbow, P. (1998). Writing with Power: Techniques for Mastering the Writing Process. Oxford University Press.
• Hacker, D., & Sommers, N. (2016). Rules for Writers with 2016 MLA Update. Bedford/St. Martin's.
• Fitzgerald, F. S. (1922). The Curious Case of Benjamin Button. Charles Scribner's Sons.
• Gilman, C. P. (1892). The Yellow Wallpaper. The New England Magazine.
• Hughes, L. (1926). Poems. Knopf.
• O’Brien, T. (1990). The Things They Carried. Houghton Mifflin.
• Arnold, M. (1888). Dover Beach. The Georgian Poetry.
• Kipling, R. (1888). The Man Who Would Be King. The Philadelphia Press.
• Chekhov, A. (1892). The Bet. The Seagull Publishing.
• Henry, W. E. (1998). Invictus. In Poems of Resistance and Hope. W. W. Norton & Company.