What the English Faculty Say about Teaching Composition This page has three sections: English 101 | English 102 | English 103

On Teaching English 101:

ADELMAN, DEBORAH

This course will be conducted as a workshop. We will explore thought discussion and writing how individuals and groups structure and interpret social experience. We will explore themes such as work, schooling, television culture and story telling. Great emphasis is placed on revision. We will use a portfolio grading system.

ALLEN, JAMES

English 101 serves as an introduction to the kind of writing expected of college students in an academic community. Thus, we'll spend some time dealing with the conventions of that community: developing and articulating a clear thesis; providing sufficient support for that thesis; using logical and effective patterns of organization; and observing standards of correct English. In short, we'll be working on strategies for making your writing process more effective especially techniques for invention and revision. We'll also spend a good deal of time, through the readings we'll discuss, developing and practicing the skills of critical thinking which are vital to good writing. An individual conference, as well as extensive peer review of your writing, will be scheduled. Attendance will be required.

BELL, BILL

The emphasis in this course is on writing for personal growth and self-awareness. Students will be expected to write a paper each week about some aspect of themselves they are learning about or are becoming aware of. The writings will be shared (read aloud) each week. In addition, some writing will be based on selected readings from the text. Since attendance and class participation are essential in this course, up to 25% of the final grade will be based on each student's active participation in the class and course.

CARTER, ALLAN

In this section students write on personal and academic topics. Journals enable students to record their reaction to the class and their opinions of the readings. The readings include essays, short stories and plays which stimulate class discussions and provide ideas for written assignments. Films are shown and discussed in class. Classroom attendance is very important. Students have individual conferences with the instructor and always have the opportunity to revise their work.

DALY, MARY

The emphasis is on WRITING: planning sheets, rough drafts, revisions, and final copy for essays to be submitted for evaluation. Journaling will also be included as a part of writing. As a convenience for students, the Norton computer program will be used. In addition, at least once during the quarter a one-to-one conference concerning the evaluation of written work will take place between the student and the instructor. ATTENDANCE IS REQUIRED.

FITCH, FRANCES

The purpose of English 101 is to get you started writing well in college. No doubt you are concerned about the very things that all writers, no matter how accomplished, worry about — how to get going, how to know what's expected, how to have the enthusiasm that comes from the confidence you can do a good job. English 101 is designed to help you accomplish all these things: you will practice reliable steps in the process of writing effective prose; you will examine many examples of how others before you have accomplished the same tasks; you will get insight into how your classmates are tackling each assignment; and you will pinpoint ways to make your writing acceptably correct. In general we will strive for a workshop atmosphere as we produce six revised multi paragraph essays for the quarter. Naturally, I will also read your work carefully and advise you on how to improve it.

FITCH, KATHY

English 101 introduces students to the concept of writing as a process. Students will learn strategies that will help them successfully invent ideas, and develop them into organized, effective essays. Additionally, students will learn how to use a simple word processing program, and will explore the ways in which the computer eases the writing process. The readings in our textbook are arranged so that students begin by considering how individuals define themselves, and end by considering how they define their relationships with others. Students should come to see that these two topics are not as opposite as they seem. Every time we read and write, we are defining ourselves and our worlds. Reading and writing give us the power to control those definitions, analyzing them, altering them and responding to them. In short, reading and writing empower us — socially, politically, economically, and personally.

GEESAMAN, JAN

Students in English 101 will discuss and explore writing as a process which enables them to both understand and communicate their ideas, first to themselves and then to others. Essays and other writing assignments will give students the opportunity to read about and explore multiculturalism in America, writing to express their own ideas and opinions and to consider and integrate these with the ideas and opinions of others. The class will meet one day each week in an instructional microcomputer lab where students will have the opportunity to learn and explore a networked writing environment. No prior computer or word processing experience is necessary.

GEORGALAS, ROBERT

This course proceeds from the belief that the most effective writers are those who not only possess control of their medium, but who understand that the language they use helps them to define themselves, as well as their world. Consequently, I focus on teaching students how to mine the strengths of language while overcoming its inherent weaknesses. Beginning with the word, the course moves on to cover the effective use and construction of sentences, paragraphs and essays. Throughout the term, students read and discuss a number of essays in order to see how professional writers manage various rhetorical forms. They also engage in a series of writing assignments that teach them not only how to develop and support a thesis, but how to marry substance and style. Students are required to keep journals and to write in them daily. Attendance is mandatory.

GUTSCHERA, DEBORAH

In English 101, we will begin with the personal essay, then move to the more expository forms, using an approach which allows students to experiment with several of the rhetorical modes (such as comparison, process analysis, classification, definition, cause/effect). Attention will be given as needed to matters of grammar, sentence structure, organization, and individual style. Our primary text will be The Brief Bedford Reader.

HOLDWAY, MARY

Honors class

This is an honors section. If you register for this class, you will have to be prepared to design the course. The general course requirements will have to be met, but a wide range of types of writing, from the purely personal to responses to the work of another writer, qualify. Our first work as a group will be to plan the rest of the quarter. My only requirement is that you evaluate your knowledge of writing using the GUIDES program.

KIES, DANIEL

As a first course in composition at the College, English 101 emphasizes fluency and creativity with the written language. The course looks at composition and the essay first as a process, illustrating the methods many writers employ as they compose; secondly as a whole work, examining its component parts; and finally as a communicative act, similar to but different from other ways in which we express our ideas. The course is a blend of discussion, workshop, and tutorial. We will write a series of essays, both in class and outside of class. My classes use computers extensively. If you would like to preview my sections of English 101, feel free to look at the English 101 HyperTextBook

KUMAMOTO, CHIKAKO

You take this course to nurture a productive outlook of yourself as a writing human being. For that happy goal, you will be actively engaging your mind and heart in the written language of various kinds as a thinker, a reader, and a writer. In the main your class activities will be comprised of decoding principles of good writing through model readings and encoding your own emotions and thoughts through a series of essay writings. Additionally, you will keep a writer's notebook for recording responses to your reading, notetaking, doing grammar and style exercises, and planning your writing. In the end you will experience success and pleasure as a writer when your time and effort yield written versions of your own world vision crafted out of your imagination and intelligence, supported with lucid logic and inventive details, and energized in self-revealing and arresting diction.

LEPPERT, BILL

English composition is one of those courses in which you can pull together everything you already know — and didn't know you knew. Composition is a place you are welcome to say and write those things that you feel you ought to. We will try to show you that there are some simple, clear ways to make your statement. We will write every day . . . and the accumulated practice will pay off. You will be comfortable writing.

LIBMAN, FREYDA

My emphasis in 101 is practice in generating ideas (free-writing, brainstorming, clustering, journaling), expressing ideas (organizational strategies, sentence and paragraph work) and revising ideas (drafting, proofreading, editing, peer review). Be prepared to share yourself (your ideas and your writing) with the class in a safe, supportive setting. Additionally, we will use the Seaton computer lab once per week to facilitate writing. ATTENDANCE IS REQUIRED.

MC GRATH, DAVID

English 101 is the Trak Auto of composition courses, supplying the student with the tools and concepts for composing the kind of unified, logical, and coherent essays that he will need to write throughout his college career. Early activities will involve essays on personal experience, so that students can confidently establish writing voice and vital audience awareness. Later assignments will include essay analyses of texts (from current periodicals) in order to develop critical thinking skills necessary for learning and for life.

Additionally, students will enjoy the benefits of computerized word processing, as one class session a week is scheduled in C.O.D.'s computer lab.

MONTGOMERY-FATE, THOMAS

In English 101 we will be exploring the question "What does it mean to be an American?" We will do this via an excellent new cross-cultural reader and a number of supplementary essays. The related writing assignments will be experientially based, but they will require reforming that experience into a variety of rhetorical modes. We will also spend significant time looking at our own writing and learning peer revision techniques. One class session per week will be held in the computer lab.

NYKA, JIM

This course has a number of objectives, all designed to help students master the techniques of clear writing. You'll be reading literary selections that will serve as models for your own essays. You'll write six papers, about two pages in length (typed). While the focus will be on content, we'll also give considerable attention to grammar, mechanics and spelling. Attendance is required, as is strict adherence to deadlines.

RYEL, DEBBY

This course is the first in a sequence of three courses (known as freshman composition) which prepare you for college writing. The assignments will help you write better reports for your academic courses. They will also help with other writing you have to do, whether it's a job application letter, a news letter, or an on-the-job report. During the quarter, we will practice a different kind of writing each week. There are many experimental assignments so that you can learn from practice and from trying something new. Some of the later assignments will be short academic reports. There will also be a grammar review. In class, you will receive directions and get advice. Sometimes we will read aloud and share ideas. Some of the class time will be used to write. You will often read the writing of people in class, who also read what you write. Much improvement comes about naturally as a result of this process of reading, writing and discussion. Attendance is required.

SHERMAN, CAROLE

The focus of English 101 is learning how to write well by writing. The elements that constitute good writing are examined (in selected writing samples, discussed (in class), and practiced (in students' themes). Narrative, descriptive, and expository writing will be included. Although learning to write well is seldom an easy process, it can be endured - perhaps even enjoyed.

ALICE SNELGROVE

Honors class

In 101 Composition students will keep a journal and write essays based on the reading assignments or on personal experience. In addition, the class will learn and use word processing as a writing aid. No word processing experience is required, but some typing skill is helpful though not essential. Class discussions will involve analysis of the reading assignments and the techniques, mechanics, and grammar of effective writing. ATTENDANCE IS REQUIRED.

STABLEIN, CATHY

Hold on to your seats and get ready for a thrilling ride in the world of interactive computer conversations, electronic networking and power writing. Through the magic of Norton Textra's Connect network program, this course will use a classroom network to comment on fellow student work, send electronic messages to the teacher, electronically edit and grade papers, and integrate draft and final paper writing through frequent computer editing exercises. Please join me as we move toward the 21st century.

THORPE, DAN

As the initial course in the composition sequence, 101 is rightly concerned with the joys and business of English sentences — how we generate them, how we revise and edit them, and ultimately, how they find their place in larger units of discourse: on this occasion, paragraphs and essays. Accordingly, throughout this course we will be reacquainting ourselves — from some fresh perspectives, when possible — with the conventions and ambiguities of English grammar while composing our own paragraphs and essays employing some very basic rhetorical strategies. Students will be encouraged to pen many essays by hand, that neurolingustic superhighway to the heart and mind.

TIPTON, THOMAS

What you get out of this class depends on what you put into it. I'll give you a clear set of requirements, assignments and policies for the class. By the end of the course, you will be prepared for 102 and for writing essays in other courses. Ideally, you may also open up new ways to explore your thoughts and express yourself with confidence. Some of the issues we will discuss are how to manage you time while writing an essay, how to reduce the stress of writing, how to generate new ideas and perspectives. We will write essays in some of the forms traditionally used in academic writing — definition, comparison and contrast, description, process analysis. Other essays might incorporate personal narrative, opinion and argumentation. Since I include much time for peer reviews of essays, the success of the class will depend to some degree on your conscientious participation.

WEBB, NANCY

English 101 introduces students to college level writing and the strategies needed to be successful in this endeavor. The writing assignments will be based on personal experience as well as on assigned readings in our textbook. This class will be computer assisted so students can learn how word processing can be an aid in the writing process. No prior computer knowledge is required.

WESHINSKEY, GWENNA

In English 101 you will be writing essays based largely on your own experiences and observations of others' experiences. As inspiration and models — sometimes bad ones — we will be reading and discussing essays written by students who have taken this course previously and who have responded to the same assignments. We will also read a few essays written by professional writers. You will be expected to attend class regularly, to participate in class discussions, to write in class, to read and comment on your classmates' essays, to meet with me in conferences, and generally to behave like a responsible college student. Problems that you may have with grammar, usage, and mechanics will be addressed on an individual, as-needed basis.

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On Teaching English 102:

ADELMAN, DEBORAH

We will write a series of papers on communities. We will gather information on our communities through interviews and library research. We will also read a book focusing on life in a suburban community on the East Coast as well as several related essays. Each paper will require a different approach, beginning with the more personal and experiential and moving towards papers requiring analysis and research, both in the field (community) and in the library.

We will meet once a week in the computer laboratory. Prior computing experience in helpful but not necessary.

ALLEN, JAMES

In this course we will move beyond the more expressive writing common to English 101 to deal primarily with more persuasive/argumentative writing (in other words, rhetoric). The focus of my course will be on developing a greater, more sophisticated awareness of the communities within which one writes, and how such communities directly influence a given piece of discourse. A variety of short papers will be required, half of which will require some modest research. There will also be several shorter, more informal assignments, as well as an individual conference. Attendance will be required.

BELL, WILLIAM

English 102 continues the emphasis on writing for personal growth and self-awareness from English 101. Students will be expected to write about their thoughts, observations, feelings and insights about themselves and others. The writings will be shared in class each week. During English 102 students will be expected to write more critically than in English 101, and the writing should be more reflective, more analytical and, in general, more philosophical. Instead of writing about just feelings, the focus of English 102 will be on values and the clarification of personal values. The writing of documented essays will be introduced.

CARTER, ALLAN

English 102 continues to develop the student's written expertise. Class discussions relate to the reading and analysis of fiction and essays as well as the study of feature films. Students will explore their family's background using the library and oral history projects. The written work will include journals and critical assignments.

DALY, MARY

Initially a review of English 101 is presented. Writing essays as well as using the handbook and the library complement the acquisition of writing skills and documentation techniques. Journal writing, group work, and a conference with the instructor are mandatory. Attendance is also required. NOTE: One day a week the class will meet in the Seaton Computer Center (SC 125); no prior knowledge of computers is necessary, but typing skills would be beneficial.

FITCH, FRANCES

In English 102 we will build on the competence you developed in English 101. We will venture into the new territory of compositions which respond to the ideas of others. The purpose of each essay will be to enter into a dialogue in which you will discover the need to summarize, represent, synthesize, and interpret what others have written. Thus we will work initially on these skills which will prepare you to extend and even evaluate the ideas of others in relationship to your own. We will concentrate on the work of professional writers from various disciplines in preparing our responses. Of course, we will also continue to work on revision and editorial skills as well. While no extended research paper will be expected, you will learn to satisfactorily document your references to the words and ideas of others.

GEESAMAN, JAN

Composition 102 emphasizes argumentative and expository prose. Students learn to present and support their opinions clearly and persuasively and to analyze, evaluate and integrate the ideas and words of other writers into their prose. Students will also be introduced to the conventions of documentation. All Composition 102 sections meet once a week in an Instructional Micro-Computer Lab, allowing students to discover how word processing and the computer can help them improve as writers and thinkers. No prior knowledge of computers is necessary but some typing skills are suggested.

GEORGALAS, ROBERT

In my classroom, English 102 is a course with three aims: to build upon the writing skills students have learned in 101; to teach students how to read analytically; and to challenge students to think critically. Unlike its predecessor, English. 101, which focuses on experiential writing, this course teaches students how to respond to the ideas and opinions expressed by professional writers. To that end, time is spent learning how to explicate the works of others, as well as how to record one's responses to those works via techniques such as summary, synthesis and argumentation. While a research paper is not required, documentation is discussed and students are encouraged to hold to its principles. Students must also keep journals and attendance is mandatory.

GUTSCHERA, DEBORAH

In English 102, we will turn from experience-based essays to essays which respond to the writings of others. Students will be encouraged to practice and refine their skills in summary, paraphrase, and critique before moving on to principles of argumentation. The basic requirements of research and documentation will also be introduced, though the essays in this course will be based on materials from the text rather than on library work.

HOLDWAY, MARY

When I teach English 101, I approach it from both a reading and a writing perspective. Students read college level material and then use the material as the basis for written summaries, syntheses, and critiques. English 102 differs from English 101 in that it has no personal writing and from English 103 in that only short papers are expected. I work to help students to become more strategic in both their reading and their writing.

HUBBARD, DANICA

As students continue their writing apprenticeships in English 102, the second in the college composition course sequence, certain skills of writing and rhetorical expression that they have mastered in English 101 and previous English study will be presumed. In other words, their abilities and awareness of writing in regards to the writing process and development and organization of the academic essay will serve as a foundation for building additional skills in critical reading and analytical writing techniques. Together we will review and discuss how to summarize accurately, respond critically to professional writer's works, synthesize ideas into a documented paper, and paragraph development.

The student will accomplish the goals of English 102 through the medium of word processing. The class will meet each week in an instructional microcomputer lab. All in-class work will be completed on a work processor, using Norton Textra Connect, including pre-writing, outlining, composing, revising, and preparation of final drafts.

KIES, DANIEL

English 102 builds upon the base established by English 101. In English 102, we will continue to study forms and functions of writing by examining several readings to see how writers vary their language and content as they adapt their writing to the needs of audience, purpose, and topic. As we write in English 102, we will practice what we learn from other writers as we prepare more sophisticated expository and argumentative essays. We will also introduce the techniques of library research and the use of documentation. My classes use computers extensively. If you would like to preview my sections of English 102, feel free to look at the English 102 HyperTextBook.

KUMAMOTO, CHIKAKO

In my English 102, we are going to concentrate on two activities. The first is problem solving: a thinking activity of weighing, judging, and choosing through careful and active reading. The second is making sense: a writing activity of discovering and creating knowledge about ourselves obtained through such reading. We will learn how to transmit our responses and thoughts in academic papers, including a brief research theme as an affirmation of our newly acquired writing skills.

LEPPERT, BILL

I teach English 102 as a writing workshop. We write every day in class and there are out-of-class writing assignments as well. For us, it is a matter of practice . . . . . . practice. As we become fairly handy with organizational principles and with mustering detail, we will begin to concern ourselves with such mysteries as style, documentation, and even effective ways of fielding such bizarre assignments as exam questions, reports, and reviews. This course runs on the notion that writing can be accomplished and there will be improvement between the first papers and the last ones written in the course. Attendance is not required in this class, so long as writing is forthcoming.

LIBMAN, FREYDA

English 102 will enhance the student's ability to develop and defend a point of view through speech and writing. The course will emphasize critical thinking; accordingly, we will identify our assumptions, "unpack" our thinking, and clarify our opinions on contemporary problems such as homelessness, illiteracy, first Amendment issues, euthanasia, and business ethics. We will develop skills in summary, analysis, synthesis, critique, and argument, as well as support our positions with the use of research according to MLA guidelines.

LINDSEY, DAN

In English 102, students write papers based on essays read. The essays, representing multiple cultures and various points of view, intentionally are selected for interest and for challenge. The essays establish a common, fertile field for discussion in the classroom community and for individual consideration in writing. Assignments develop from basic recall and summary exercises to more sophisticated work in interpretive and analytical writing. The later assignments include multiple sources and use of beginning mechanics of research, so that the course will serve as a bridge to English 103.

As possible, work in the computer lab will be included so students can continue to develop ability and comfort in the use of this helpful writing tool.

MC GRATH, DAVID

Progressing from English 101 to English 102 is like moving from preoccupation with an automobile's nuts and bolts, to concern about its aerodynamics. The students will now fine-tune their word-craft skills, so as to create individual writing styles that have the optimum impact on the readers. Once a week they'll visit the computer lab to implement this goal. In addition, they'll do bit-research for analytical reports, summaries, and literary criticisms, in order to enjoy a "Chaparral- friendly" transition to English 103 (the research paper course).

MONTGOMERY-FATE, THOMAS

English 102 will build on the creative, experiential seeds planted in English 101. A major difference is that we will begin to write more analytically and spend more time incorporating and meshing other writers' ideas with our own. The thematic focus of the course this quarter is suggested by the title of our reader: Across Cultures. We will be reading and writing about the essential and difficult process of crossing cultures.

NYKA, JIM

Students should consider English 102 as a opportunity to continue developing their expertise in writing persuasive and analytical essays. The course also will focus on understanding and reacting to college-level expository and persuasive texts and on mastering the basic fundamentals of research as preparation for the documented paper required in English 103. One-on-one conferences with the instructor are an integral part of the course.

RYEL, DEBORAH

How I Want to Approach English 102:

If you wanted help with your writing, especially the writing you have to do for your college courses, you could find a teacher or join a group of people who meet informally — no grades, no course, just reading, writing, feedback. This would be a different experience from this class, English 102. Many of you are not here by choice, and I am required to report your final grade. Even so, I want to think of this course in these terms — as a workshop where we work together cooperatively in ways that will help your writing.

In the class, I want to act as a writing analyst. I can tell you what is strong or weak in your writing, and I can interpret how you express yourself because I know how to describe writing — but not to affect your grade, just to give you helpful information as other people in the class can do also.

SHERMAN, CAROLE

The emphasis in English 102 will be on clearly expressing information and ideas in writing and in class discussions. We will investigate, analyze, and discuss both the content (what the author is saying) and the structure (how the author shapes his ideas) of various essays, stories, and poems. Using these selections as patterns, students will then express their ideas through various structures, such as narration, comparison/contrast, division/classification, causal analysis and argument. Practice in locating and documenting information will also be included.

SNELGROVE, ALICE

Honors course

This course will focus on language-its power, influence in thinking and behavior, and its effective and effective uses. Students will use exercises, mind games, and the writing assignments (summaries, critiques, and syntheses) to improve their critical and creative thinking skills as well as their writing.

STABLEIN, CATHY

I use a totally electronic and paperless classroom to CONNECT my students to the importance of collaboration, writing every class period and responsibility for revision on their electronically returned assignments. The text is Writing And Reading Across The Curriculum by Behrens & Rosen. Assignments range from comparison contrast to initial research and topic narrowing for English 103.

THORPE, DAN

In this course we move from the expressive modes of discourse common to 101 to a consideration of more sophisticated patterns of development, more "reader-based" prose. Readings from the anthology are selected to provide models, provoke discussion, and generate ideas for student essays, but primary attention will be given to strategies for the successful expository writing required on papers and essay examinations throughout the college and — not incidentally — life. In order to introduce the machinery of scholarship and the concept of words as property, several assignments late in the term require modest library research.

TIPTON, TOM

My goal for this class is that by the end of the quarter it will become a community of readers and writers — all learning from one another. It will be directed by the belief that learning how to interpret a text is a crucial step in learning how to create you own effective texts. Thus, all essays in this course respond to other people's ideas, or words. From these assignments it will be shown that reading and writing, also, can be analyzed as processes. Moreover, this course will stress forms of writing always created for real readers. Each member of the class should, therefore, be perceived as an audience member for any piece of writing done for this course. The subjects will be chosen to represent a range of the expectations academic and professional communities have for any piece of writing.

WEBB, NANCY

In English 102 we will continue to build on the writing skills introduced in English 101. Our textbook will focus on various aspects of American culture such as work, education, television, and story telling. The assignments in English 102, however, will be more challenging. As we read and discuss essays on culture by professional writers, students will respond analytically and critically to these ideas and viewpoints through class discussions and through their own writing.

In addition, my English 102 classes will meet in the microcomputer lab where students will learn to use computers as part of the writing process.

WESHINSKEY, GWENNA

In English 102 we will read and discuss essays written both by students and by professional writers, and you will respond to them in several essays and shorter writing assignments. In keeping with COD's commitment to international studies, some of the essays that we will read will be concerned with differences among cultures, but we will, I hope, see that there are similarities as well, that at the very least the sense of feeling out of place is one that most of us experience at one time or another. Therefore, at first, you will write essays that include your personal reactions to what we read and that relate your own experiences. As the quarter progresses, your responses to the essays in the textbook will become more analytical and critical; you will move from reporting and summarizing to evaluating and arguing. Finally, you will write a short (3-5 page) research essay on an issue that affects you personally. You will share drafts of each of these writing assignments with your classmates, and you will be responsible for reading and commenting on others' writing. In addition, you will have several individual conferences with me during the quarter.

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On Teaching English 103:

ADELMAN, DEBORAH

We will focus our reading and writing in this class around environmental issues. Our readings will include literary, philosophical, political, sociological and economic perspectives. Students will embark on an individual, focused research project. Group projects are also welcome.

ALLEN, JAMES

This course will concentrate on helping you develop and improve your researching skills, from formulating and conducting an effective search strategy, evaluating and incorporating researched information and opinions into your own text, to correctly documenting your sources according to accepted style formats. Just as important, though, we will be developing critical reading and thinking skills by examining how media such as television and film play a role in shaping a number of important issues in our culture. There will be at least three required researched papers, as well as other shorter assignments and a good deal of reading and class discussion. Attendance will be required, and we will meet once a week in the microcomputer lab.

BELL, BILL

The emphasis is on writing more formal, more critical, longer and documented essays, culminating in a final typed ten page, documented essay on the general topic of family tradition, culture and "across cultures". Students will be encouraged to explore, examine and research their own family and cultural heritage and develop a better understanding of the family and cultural traditions of others. "In addition, each of us will explore and examine our own generation in terms of how it has helped shape us and the values we hold, and in terms of some of the conflicts we have with members of other generations."

CARTER, ALAN

This course will focus on literature and film. Students will read short stories and novels; class discussions will focus on developing a critical awareness. Feature film will also be used to stimulate class discussions. Student papers will relate to literature and film. A research project will involve a particular author or director. Attendance is important to assure student success.

DALY, MARY

The writing skills acquired in English 101 and 102 and the one-to-one conference approach are continued; classroom discussions will be included in English 103 as well as time in the LRC. The major emphasis, however, will be on the acquisition of the necessary skills to write a term-research paper, the subject chosen by the student and approved by the instructor. Other emphases will include critical reading and analysis and argument. Note: this class will also spend time in the SCC 125, using the Norton Connect computer program.

FITCH, FRANCES

English 103 has several related objectives: of course, practicing the skills you have learned in 101 and 102, but also learning more about how and when to incorporate the words and ideas of others into your own — how to do this fairly and clearly without either distorting theirs or overwhelming your own. Learning to gather information is another objective. How do you find sources in a college level library? How do you select what is relevant? How do you take useful notes? We will practice this process as well as the more familiar, if no less intimidating, one of organizing, writing and revising the longer paper. No doubt you already expect to learn how to document sources. For the major project be prepared to write an 8 - 10 page, typed paper on an academic question or public issue that interests you. Shorter assignments and brief exercises will help you define that subject and review the compilation skills you will need.

FITCH, KATHY

In English 103 we will envision research as a process of discovery. Through class discussion, exercises, and several brief essays, students will continue developing their ability to comprehend, integrate, and respond to the ideas in various readings and films. Students will also be encouraged to forge connections among the ideas in the readings and films and their own personal experiences. For the longer project, a research paper of about ten pages, students will formulate a question on an issue of personal significance, seek answers to that question through both library and original research, evaluate and integrate the information that they discover, and ultimately "take a stand' on the issue.

GEESAMAN, JAN

Honors course

English 103 will challenge students to discuss and practice the process of academic research, exploring the history of research and research writing, the principles and conventions of academic research, the resources available to the researcher, and the process/steps in completing a lengthy research project. Students will work on one major research paper as well as two short essays related to the major project. Students may choose the specific topic they wish to research for the major project. Students will meet one day per week in one of the English Computer Labs, discovering how word processing and networking can help the research writer and the writer in general.

GEORGALAS, ROBERT

The emphasis in English 103 is on research and those enrolled in this course will acquire the skills necessary to shape and successfully complete documented essays.

Focusing on Detective Fiction, students in my class undertake the development of four (4) short papers that draw on their ability to synthesize, evaluate and utilize primary and secondary sources in defense of a thesis. Class discussions and paper assignments revolve around authors such as Edgar Allan Poe, Arthur Conan Doyle, Agatha Christie, Dashiell Hammett and others.

Those considering registration might wish to note that my sections of 103 are most appealing to those who have an interest in and/or a curiosity about the selected subject matter. Also be aware that attendance is mandatory and class participation key.

GUTSCHERA, DEBORAH

In English 103, students will build on the writing skills developed in 101 and 102, culminating in an 8-10 page (typed) research paper on a subject of interest to the student. We will begin with a joint reading of a novel, Mary Shelley's Frankenstein, as the point of departure for individual research projects. These projects are not limited to literary topics but may include subjects involving science, history, psychology, education, biography, geography, film, ethics, and many others. Shorter assignments along the way, as well as an emphasis on research as process (bibliography, notes, drafts, revision), will help to break down the sometimes formidable-sounding task of "writing the ten page research paper" into manageable units.

HOLDWAY, MARY

The students in English 103 will be concerned with research, both reading about a topic of importance to them and writing an explanation of what they have discovered about their topic. The major writing project will be a 10 page research paper which is typed or word-processed and double spaced. The paper will be documented using either the American Psychological Association or Modern Language Association style of referencing. Preparatory work for the final paper will begin with collecting material from the Learning Resources Center. Students will have to submit a rough draft of the paper and will have to meet with me about revisions before they submit their final version.

HUBBARD, DANICA

English 103 is designed to increase awareness of the stages in research writing. Students will enter a world of research in order to explore such techniques as narrowing a topic, writing an annotated bibliography, evaluating sources, and constructing a logical argument with supporting evidence. We will focus on a series of mini-research papers in relation to current issues and events in the media. Topics in the book America Now are intended to promote reading, thinking, and writing skills. Using the computer lab and Norton Connect, students will develop work processing skills as a component of their writing and research process. Based on peer critiquing sessions, in-class research journal writings, individual teacher-student conferences, and group discussion, attendance and thoughtful participation are crucial elements in order to succeed in this course.

KIES, DANIEL

English 103 emphasizes research and style in composition. The major writing project will consist of a 10 page research paper, typed, double spaced on a topic requiring analysis or argument. In writing the research paper, students will first learn the techniques of research, notetaking, and documentation. Required preparatory work for the research paper include the notes, a preliminary outline, a preliminary bibliography, and a first draft. Additional writing assignments will help students develop their research topics. The course focuses on George Orwell's 1984. The required texts is Orwell's Nineteen-Eighty-Four, edited by Irving Howe. My classes use computers extensively. If you would like to preview my sections of English 103, feel free to look at the English 103 HyperTextBook

KUMAMOTO, CHIKAKO

All phases of the course work will be based on F. Scott Fitzgerald's_short stories - from fostering close reading habits to working through the sequence, format, and preliminary exercises needed to write an actual researched paper. Besides literary approach, the students are encouraged to view Fitzgerald's works as historical documents of disparate forces, mores, events and ideas, and thus to write about their discoveries, speculative, and syntheses about Fitzgerald within such interdisciplinary perspectives.

LEPPERT, WILLIAM

My sections in English 103 will assemble two research papers (accounting for 1/3 and 2/3 of the grade). The first brief paper will provide a review of research processes, "term paper" forms, and organizational principles applicable to the task of assembling diverse materials. The second paper will be an attempt to apply the techniques. There will be some exercises in analysis, summary, etc., but the course will tend to be tutorial.

LIBMAN, FREYDA

Students in English 103 will acquire the skills necessary to writing a thesis- based, "argumentative" research paper. Class sessions will be devoted to personal conferences, lecture, discussion and library work. Each step of the research process will be isolated and explained. Exercises in note-taking, paraphrase, summary, outlining and documentation will be provided. Evaluations will be made on assignments leading to the research paper, the first draft, and revised 10 page paper in proper format. MLA guidelines will be used in preparing the paper.

LINDSEY, DANIEL

The content of this course is autobiographical writing by a selected authors representing a variety of cultures. The student first reads and analyzes shorter personal narratives organized themathically. The the student selects one autobiography for in-depth study and for use in the longer, documented report of ten to twelve pages. The goal is for the student to become an informed explorer — to find an autobiographical writer of personal interest and to develop a sense of ownership of that writer's style, purpose, and view.

Attention will be given to locating appropriate supporting sources, to notetaking, to organization using a variety of sources, to effective use of paraphrasing and quotations, and to appropriate research style, The computer lab will be used to help the student further develop and refine these writing skills.

MC GRATH, DAVID

Students will write one major research paper on a topic related to American Indians. Class activities leading to completion of the major project are slowly paced, closely guided efforts to assuage "term paper" anguish, as students follow a step-by-step process, that they may see the final essay not as a frightening, Herculean feat, but as the logical product of numerous smaller, manageable, coordinated tasks. Classes will meet occasionally in the computer lab, to learn and practice word processing techniques that will enhance their writing.

MONTGOMERY-FATE, TOM

English 103 will be a thematic class on the research paper, dealing with war and war resistance on both academic and experiential levels. Due to a variety of classroom quests we will find our way into our research topics via human beings as well as books. Hopefully we will gain inspiration for our task from those who are living in the reality we are struggling to understand.

Though at first the idea of a thematic course may seem limiting, I assure you that there are a myriad of possible paper topics within this category — from recent events such as the war in the Bosnia or the Pursian Gulf, to Gandhi's philosophy of nonviolent resistance and the rationale for the bombing of Hiroshima.

RYEL, DEBORAH E.

English 103 builds upon the skills of English 101 and English 102. Much of the work involves writing about what one has read. There will be an analytical summary, a short report, and a longer report, about 8-10 pages. Methods of notetaking, how and when to use quotes accurately and effectively, how to organize a report, how to define one's topic and viewpoint, how to document sources and use a bibliography, and the fine points of formal report style — these are all concerns of the course. A short list of contemporary writers and their writings will be the subject matter for the reports.

SHERMAN, CAROLE

In English 103 we analyze and evaluate a selection of short fiction with an occasional video to enhance our perspectives. From our reading and class discussion emerge topics for a short paper that can later be used as the basis for the research project. The processes of researching, documenting, evaluating, and organizing material is a significant component.

SNELGROVE, ALICE

Honors course

This course will continue to emphasize critical and creative thinking. In addition, students will study Toni Morrison's Beloved and will write research papers dealing with the theme of enslavement, be it racism, ageism, homelessness, poverty, addiction, etc. Some field research will be required.

STABLEIN, CATHY

The emphasis in my class will be on perfecting methods of research, evaluating sources and organizing information in written form. Students will meet in class groups and individually with me to discuss progress on their project. It will be important to understand the procedure for research as well as write a cohesive paper. Students will be graded in the following areas: choice of research topic, balanced choice of sources, annotated bibliography, precis of paper, outline of paper and final paper. The Norton Textra word processing program will be used to aid students in revising their work for better grades.

THORPE, DAN

English 103 continues the development of college-level writing skills, entertaining some problems of style, techniques of information retrieval, uses of documentation, and the development of suitable logical processes for supporting an extended thesis. The course will culminate in the conventional literary research paper ("a trick performed by an idiot for the edification of fools, or vice versa" — Robert Penn Warren).

TIPTON, THOMAS

Writers often feel more anxious about research essays than any other type. Why? If you've acquired the writing skills of Composition 101 and 102, you will be able to succeed in 103 with sincere, consistent effort. In this class, there is ultimately one question we will attempt to answer through research: "What are we doing here?" (You can interpret "here" according to your interests in higher education, this college, your major, or our own classroom.) We will share our questions and findings as we develop a community of readers and writers. This may be the last class in the composition sequence, but it won't be the last time you will have to draw together facts and information and respond to them in writing. Hopefully, you will leave the class with confidence that writing is a tool with which you can explore ideas, raise questions and sometimes answer them.

WEBB, NANCY

English 103 continues to build on the skills introduced in English 101 and 102. In 103 students will apply these skills to more specialized writing projects such as the research paper. Using Charles Dickens's Hard Times, the class will focus on the elements of the novel and the time period it is set. Two mini-research papers (5-7 pages) will be required. Students will gain experience in several aspects of the research process such as synthesizing and evaluating primary and secondary sources.

WESHINSKEY, GWENNA

In English 103 we will focus on the Bill of Rights and U.S. Supreme Court decisions that have interpreted and applied the first ten amendments to the Constitution as we work toward learning and using the conventions of academic research essays. We will go through the process of choosing workable topics based on the intersection of these rights with your interests, selecting reliable and appropriate sources of information, organizing that information to suit your needs, and documenting that information correctly. The primary focus will be on gathering materials that you need in order to support your arguments adequately and on integrating that material into your own essay. You will begin by writing an argumentative essay; then you will expand and improve that essay by adding material from your research. Other assignments related to these goals will also be included in the course. You will have several individual conferences with me to discuss your progress and problems along the way.