SAMPLE BASIC COMPOSITION SYLLABUS USED IN THE COURSE

Prerequisites: “C” or better in ENG 060 or ACCUPLACER score of 70-94

or a C or better in ESL 053
Spring Semester
Class Meets Fridays, 9:30am-12:15pm, in Cherry Creek #231
Office Hours: Mondays from 4:30-6:30pm, Room 312A, Cherry Creek Building
Professor: Joshua D. Nathan

**If you have no experience typing, you may want to sign up for a 1-credit computer keyboarding
class this semester, BTE 100

Required Course Materials: Readings for Writers

Notebook and Folder (You will use parts of your notebook
for your journal entries)
Pens and/or Pencils
Thumb Drive on which to save and transfer work from
computer to computer.

SAVE ALL WRITING DONE FOR THIS CLASS; THIS INCLUDES PRE-WRITING,
DRAFTS OF ESSAYS, JOURNAL ENTRIES, READER RESPONSE ENTRIES, AND
ALL OTHER WRITTEN WORK. Both a folder and a notebook with lined paper is
important to bring to each class as well as your course Thumb drive for days where you
may go to the computer lab.

Course Description: This course will introduce students to the conventions of academic
writing. A primary focus will be placed on critical thinking skills in terms of a close,
textual analysis. Besides developing the elements of composition, such as voice,
grammar, syntax, paragraphing, and a sense of audience, students will also be introduced
to research and the role of outside sources in an academic essay. The
conventions of MLA will be defined in clear terms and students will
learn how to integrate research into an original thesis that is supported
with a strong sense of voice and a clear command of the primary
elements of composition. All assignments emphasize critical thinking
as students explore writing for specific purposes and audiences.
Students will develop skills required for college-level writing while
reviewing paragraph structure and focusing on essay development.
This course prepares you for ENG 121.
 Basic Composition Sample Syllabus
Professor Josh Nathan

More Specifically:
Upon completion of this course, students should demonstrate knowledge and/or skill in
the following areas. The student should be able to
• Understand and develop writing as a process in paragraphs and essays
• Apply knowledge of the writing process
Topical Outline View:
I. The Composition
A. Planning
B. Generating/Exploring Ideas (Invention)
C. Purpose
D. Audience
E. Point of View
F. Thesis
G. Organization/Outline
II. Writing/Revising/Editing
A. Strategies of Development
B. Introduction, Body, Conclusion
III. Critical/Logical Thinking – is your logic sound? Do you have a legitimate
source for research? Answers to these questions are important for college-
level scholarly work, which will comprise a large portion of the course.
IV. Paragraph and Sentence Review (as needed)

Evaluation Methods and Class Management: To complete this course successfully you
must finish all work with a C or better, turn your work in on time, and in the proper
format, conform to class attendance policies, and participate regularly in class.

Make sure you check your student e-mail account or our online platform,
Desire2Learn (D2L), twice a week to look for Announcements, Notifications, or
Changes.

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 Basic Composition Sample Syllabus
Professor Josh Nathan

Important Dates to Keep in Mind

JANUARY
Last day to register and add a traditional 15-week class . . . Jan. 28

FEBRUARY
Last day to drop a class & receive a refund for 15-week classes . . . Feb. 8
Students who have not paid will be automatically DROPPED from their classes . . . Feb. 8

MARCH
Spring Break – NO CLASSES . . . March 25-29

APRIL
Last day to withdraw from a class and receive a “W” . . . April 21

MAY
Last day of classes . . . May 13
Grades available . . . May 18

Kinds of Writing to Expect in this Course:

• All types of in-class writing with a focus on vocabulary expansion, sentence
structure, paragraph format, basic research paper format, and MLA source citation
use.
• Read and Respond Papers
• Other in-class writings and exercises
• Paragraphs
• Drafts
• Essays (may include description, narration, summary, response, expository, in-
class essay)
• A researched argument/persuasion essay
• Revisions
• Portfolio
• An assessment of your work

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 Basic Composition Sample Syllabus
Professor Josh Nathan

Classroom Behavior Policies:

• Cell Phones and Pagers should be TURNED OFF while you are in class.
You will only receive one verbal warning before being asked to leave the
classroom for that day’s session should you be found using your cell phone, whether it be
for a phone call or to text a friend. If you are sent out of class because you have been
texting and received a verbal warning prior, you will earn a zero for your participation
and in-class work for that particular day.
• Respect your classmates and their work, providing constructive and helpful
feedback when asked.

You are competing against yourselves rather than your fellow students. Grades
aren’t “curved” to ensure that only a certain number of “A’s” are assigned. Rather, I
evaluate your writing levels and look for progress in your own work. It is not compared
to the work of another student. So take advantage of each other’s help. What you may
find as a strength in your own work may be the weaker area in another student’s essays.
Try to help out each other like a team!

Attendance: In keeping with the University Attendance Policy: “Faculty may give a
failing grade to any student who has a 15% or greater absence from a course, starting
from the first class meeting.” Any student missing more than
three classes, for any reason, may receive a failing grade in the course. There are no
excused absences. Should you miss class, please let me know why and please bring the
appropriate documentation such as a note from a doctor or hospital, funeral
announcement, legal document for a court appearance, or other related information so I
can help you with the policy as much as I can within the confines of my faculty
appointment.

Missed work: Students will be held responsible for any and all information missed due to
absence, including assignments. Late assignments will be accepted with a 20 percent
penalty assessed with each week after the due
date. I suggest that you exchange contact
information with one or two other students in
the class in case you miss a class and need
notes, for brainstorming, and to have a
teammate who can always help proofread your
papers. I reserve the right to change the
assignment dates and/or descriptions at any time
during the semester. I will always announce any
changes in class and through your school e-mail
accounts or D2L. It is your responsibility to
keep informed of any changes.

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 Basic Composition Sample Syllabus
Professor Josh Nathan

Grading:
Grading will be fair, consistent, and rigorous. Remember that grading speeches and
written papers involves a certain amount of subjectivity; it’s not a math equation in which
there is only one correct answer. I will comment on every assignment, oral or written.
These comments may be critical but, I hope, will be constructively critical. Please look
at the rubric for assignments so that you can see the areas in which you will be
evaluated.

Your final grade will be based upon the following assignments:

Assignment Maximum Possible Points

In-class Assignments/Attendance/Participation* 200 points
First Day Writing Assessment 50 points
“The Maker’s Eye” Questions 20 points
“The Word Police” Questions 20 points
Photo Essay (Rough & Final Drafts + Peer Eval) 100 points
Alice in Wonderland:
Expository Essay 50 points
Persuasive Essay 65 points
Comparison Essay 65 points
Library Learning 30 points
“Am I Blue” Questions 20 points
“What’s Wrong with Animal Rights?” Questions 20 points
Two Sources for In-class Debate 20 points
Typed Arguments/Counterarguments Outline 50 points
In-class Debate on Animal Rights (Team Grades) 20 points
Animal Rights Rough Draft 20 points
Animal Rights Argument Paper 90 points
Spelling Quiz 60 points
Self-Assessment Paper 100 points

1000 Total Available Points

*Perfect attendance, with no late arrivals or early departures from class, will earn
you a 30-point bonus at the end of the semester.

Extra Credit Opportunities: You will also have many opportunities for extra credit
including bringing in chocolate to stimulate the mind. Also, to further encourage you to
make use of The Writing Center after your four required visits, every time you go there
for help and work with a tutor, have the person sign and date the “Writing Center Extra
Credit Form” after you’ve finished going over your rough or final drafts. You can earn 20
extra credit points each time you do so! Should you feel your grade is lower than you
wish, please don’t hesitate to come to me to speak about other extra credit options.

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 Basic Composition Sample Syllabus
Professor Josh Nathan

Tentative Course Outline

Date & Week Topic
Week 1
Jan 25 The Wrong Narrative: Learning to question assumptions and authority.
English & Critical Thinking: Communicating Better
Syllabus Review

Assignments:
§ First Day Writing Assessment

Week 2
Feb 1 DUE: FIRST DAY WRITING ASSESSMENT

Different types of Writing & Working with Rubrics
Meet, Greet, and be Married…to “Know Thy Audience”

Assignment:
§ Read “The Maker’s Eye” (p. 42) and answer the questions
after the essay. Be ready to discuss them next class.


Week 3
Feb 8 DUE: THE MAKER’S EYE QUESTIONS

Discussion: “Writing is Re-writing”
D2L, Organization, and Trees?
In-class Exercise: Different Perspectives Paragraphs
• Taking ideas and making an outline
• TIP: The better basis for your defense, the better.

Assignments:
• Read & Answer questions for “The Word Police.” (p. 36).
• This assignment is a descriptive essay based on your response to
the 1994 Pulitzer Prize winning photograph by Kevin Carter. Use
the handouts on Powerful Words and Adjectives to help you focus
on your personal reaction to this photograph. The focus of the
paper should be on describing the scene you see using some of
the five senses: Hearing, Seeing, Touching, Smelling, & Tasting. The
essay should be at least five paragraphs, typed, double-spaced, in
Times New Roman 12-point font. Please bring a rough draft on
paper for in-class revisions and reviews next week.

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 Basic Composition Sample Syllabus
Professor Josh Nathan

Week 4
Feb 15 DUE: THE WORD POLICE QUESTIONS
PHOTO ESSAY – ROUGH DRAFT

Today, we will begin our “Word Bank” of the most misspelled words in the English language. We
will add five words to our Word Bank each week before you take a closed-book, in-class, timed quiz
toward the end of the semester.

In-class: Learning how to proofread your own Photo Essay
In-class: Peer Reviews and Feedback

Assignment:
• Prepare Final Draft of Photo Essay to turn in with ALL pre-writing
materials, rough drafts, peer evaluations, and a typed version of
your paper that you proofread before printing your final, pristine
Paper!


Week 5
Feb 22 DUE: PHOTO ESSAY – FINAL DRAFT (ATTACH PRE-WRITING, TWO PEER
REVIEWS, AND THE TYPED DRAFT YOU PROOFREAD ON PAPER)

What is the trouble? Comma Splices or Run-ons? We’ll tackle both!

Today, we begin our journey into Alice in Wonderland with the original
text—called a “primary” source.

Assignments:
• Read the assigned chapter from Alice in Wonderland.
• Write an Expository Essay paraphrasing what happened in this
chapter. As you do so, describe how one of the characters appears
in your mind. What does the character look like, smell like, sound
like, etc?



Week 6
March 1 DUE: ALICE IN WONDERLAND EXPOSITORY ESSAY

Focus on Film: Alice and where she has Gone…
Persuasive techniques to help you with your assignment.

Assignment:
• Write a Persuasive Essay, discussing both film clips. Which one do
you like better and why? This should be a 1-2 page assignment in
which spelling, good grammar, punctuation, and style count most.

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 Basic Composition Sample Syllabus
Professor Josh Nathan

Week 7
March 8 DUE: ALICE IN WONDERLAND PERSUASIVE ESSAY

Beyond film and to a script? Put on your performance shoes!

Assignments:
• Read about comparison and contrast from pp. 284-290.
• Write a Comparison Essay about the difference between
reading about characters in the book and seeing your peers
perform them live. Choose a favorite performance by a
classmate to begin the basis for your comparison.

Week 8
March 15 DUE: ALICE IN WONDERLAND COMPARISON ESSAY

Slow Reveals from Garden State
Interview Basics, Assignment Review, & the Zen in Dick Cavett?

Assignment:
• Following the directions in the handout, interview a person of your
choice for at least 20 minutes. You must record the audio of the
interview. Keep in mind that you will perform this essay to the
class next week.
--Your only restrictions: The person you interview must not be
related to you and must not be another student on this campus.
• Make sure you include an introduction and a conclusion in your
written essay, which must be typed, double-spaced, in Times New
Roman 12-point font. Use “slow reveals” to enhance your work. I
will be looking at spelling, grammar, punctuation, transitions, and
your ability to make clear points and ideas. You will want to print
out a rough draft on which to make the needed corrections. Then,
make the corrections to your final draft.
**You will want to save the rough draft copy with your corrections and attach it behind the final
draft that you submit to me next week**



Week 9
March 22 DUE: INTERVIEW NARRATIVE PAPER & CLASS PRESENTATION

Practice your Interview Narrative with a classmate.
Read your story “in the round” to the class.

Assignment:
• Relax, enjoy, have fun, and sip on something soothing during the
break!



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 Basic Composition Sample Syllabus
Professor Josh Nathan

Week 10
March 29 NO CLASSES DUE TO SPRING BREAK

Week 11
April 5 NOTHING DUE

Library Orientation and Guest Speaker
MEET IN LIBRARY ROOM ELC, 1st FLOOR

Assignments:
• Library Learning
• Read and answer all questions for “Am I Blue?” (p. 131).
• Read and take notes on Argument and Persuasion, which is in your text
from pp. 308 - 320.

Week 12
April 12, DUE: LIBRARY LEARNING
AM I BLUE QUESTIONS

Argument Papers: A World we Begin with Taboo!

• Deductive vs. Inductive Reasoning & Fallacies!
• Research and Reasoning in Sources…How to Choose Best.

Assignments:
• Read and answer Q1 as well as Explore in Your Writing with “What’s Wrong
with Animal Rights?” (p. 142).
• Come to class next week with your typed argument & counterarguments
and be prepared to debate either side. You should go to the library for this
and find two quotes/statistics for both sides to use in the debate. You will
turn in these articles, so print them off to use in the debate and put your
name on them to turn in.

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 Basic Composition Sample Syllabus
Professor Josh Nathan

Week 13
April 19 DUE: WHAT’S WRONG WITH ANIMAL RIGHTS QUESTIONS
DEBATE PREPARATION WITH TWO SOURCES

In-class Debate:
To have a sense of direction, we’ll start with comedian Wanda Sykes’
take on animal rights…

You will be graded as a team, with points awarded during the debate based on your verbal appeals,
whether they’re grounded in research, and how you respond to the opposing side’s argument.




















Heading into the abyss of MLA for Research…

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 Basic Composition Sample Syllabus
Professor Josh Nathan

Assignments:
• Read pp. 321-323.
• Use the debate, your research, essays from the text, and other
resources or references to begin writing a rough draft of your
Argument Paper on your selected topic within the scope of Animal
Rights. This is a significant assignment, so you won’t want to waste any
time. Brainstorm, look for supporting research, and bring a rough draft
with you next week. This paper should describe the issue, define
ambiguous terms, discuss different points of view, and then, based on
your opinion and supported by your research, come to a conclusion as
to which side is likely correct. There is no single, right answer. So make
sure you rely on your sources to help support your opinion/conclusions.
This rough draft for next week should also adhere to basic MLA format
otherwise deductions will be assessed.


Week 14
April 26 DUE: ANIMAL RIGHTS ARGUMENT PAPER – ROUGH DRAFT

In-class time to work on your Argument Papers, including time with your
peers for help as well as myself. You want to bring ALL your resources for the
paper to this class.



Assignments:
§ Argument Paper on Animal Rights. This paper should
be 3-5 pages long in MLA format. As always, you must
include a typed rough draft that you have hand
proofread.
§ Prepare for the Spelling Quiz next week in class. You
will not know which words will be on the quiz. It is
closed-note and timed. However, only those words we
have added into our course “Word Bank” will be on the
Quiz.

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 Basic Composition Sample Syllabus
Professor Josh Nathan

Week 15
May 3 DUE: ARGUMENT PAPER – ALL PRE-WRITING, DRAFTS, ETC.
FINAL DAY TO SUBMIT ANY RE-WRITES

In-class: Three-minute, juicy sentences. Prizes will be awarded!
In-class: SPELLING QUIZ

Assignment:
• Write a self-assessment summarizing your writing progress
from paper to paper. You want to focus on how you feel
you have progressed in your own writing during the course.
What are new strengths? New weaknesses? How do you
plan to take the next step in your writing to work on your
weaknesses? As you look to assess your skills, you want to
review all of your work from the class. Use concrete
examples from your own previous work in this Self-
Assessment paper, adhering to solid MLA format.

Week 16
May 10 DUE: SELF-ASSESSMENT PAPER

Course wraps up and we’ll see if we met our class “objectives.”
What’s next? Everything is Up in the Air

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