West Chester University

Fall 2001

Spring 2002

West Chester University

Fall 2002



Course Information
  Lit 165 Syllabus
  ENG 020 Syllabus
  About the Instructor

Notes for Introduction to Literature
  Approaching Literature
  Notes on the Art of Fiction: Early Forms
  The Short Story
  Graduate Students Define the Art of Fiction
  Bartleby the Scrivener - Questions for Analysis
  Notes on Melville
  Critical Approaches to Literature
  A Vocabulary for Short Fiction and Beyond
  Study Guide for Fiction Exam
  Reading Poetry
  The Craft of Poetry
  A Catalogue of Poems
  Notes on Langston Hughes
  Lines of Continuity
  Poetry Take Home Exam
  The Birth of Drama
  A Doll House
  Study Guide for the Final Exam
  A Glossary of Literary Terms

Notes for Basic Writing (ENG 020)
  The Rhetorical Situation
  Essay #1 Assignment Sheet
  Workshop Assignment for Essay#1
  How to Write Descriptively
  Building a Thesis
  Overcoming Reader's Block
  Analysis and the Culture of Advertising
  Essay #2 Assignment Sheet
  Writing Effective Introductions
  Writing Effective Conclusions
  Propaganda Analysis
  Politics and the English Language
  Propaganda: A Sample Analysis
  Midterm Exam: Tips for Writing on the Spot
  Notes on Rational Argument
  Mapping the Parts of an Arugment

General Announcements
  Announcements for LIT 165
  Assignments for LIT 165
  Announcements for ENG 020
  Assignments for ENG 020


Go Exploring
  A Weblog for LIT 165
  A Weblog for ENG 020

Join the Conversation
  LIT 165 Discussion List
  ENG 020 Discussion List


~~ Essay #1 Assignment Sheet ~~

Basic Writing ENG 020-86
Fall 2001

S. Tartar Esch

Objectives: (1) to practice expressive writing using rhetorical strategies like description and narration; (2) to practice techniques for generating ideas; (3) to practice careful revision and editing

Directions: Think of a time--either in school or outside of school--when you learned something new and exciting, a time when learning was especially meaningful, enriching, or rewarding--a mostly upbeat, positive experience. Based on your recollection of this event, and possibly others that may have been similar or may present an interesting contrast, or imagining, possibly, a scenario beyond your direct experience, write an essay that expresses your conception of what it takes to create one or more of the following:

  • the ideal student
  • the ideal teacher
  • the ideal classroom

Some questions/points to consider:

  • Who are some people you might consider role models for being a successful student? As vividly as you can, describe the specific characteristics of each role model. What do they have in common? If you can't think of one specific person, create a composite based on the characteristics of several, or invent an imaginary student. You can also include yourself. How do these specific characteristics work together to express an ideal?
  • Were you in the role of "teacher" in the learning experience you recall, or was there another person who acted as your teacher? If you were your own teacher, what do you remember about why you were effective teaching yourself? If you remember a teacher (who might be a parent or a friend as well as a teacher at school), describe the characteristics that you feel made this teacher successful. If you can think of several teachers, write vivid descriptions of them all and then consider the key features they shared. Maybe you can create a composite based on the characteristics of each, or invent an imaginary teacher that fits what you imagine to be the ideal.
  • The physical space students occupy while learning, the atmosphere a space creates around itself may affect our ability to concentrate and to learn. What, for you, has been or would be the ideal educational environment? Can you think of a space (a classroom or some other place) that felt more conducive to learning than others you've been in? Describe the space in vivid detail, explaining why it was ideal (or close to it). If you can't think of a particular place, create for your readers an imaginary classroom that you think would express what you consider to be the ideal.

Important reminders:

  1. Consider your overall purpose and how that purpose will help determine the shape-the form and content-of the essay.
  2. Write a thesis sentence which states the essay's controlling idea-the subject of the essay and an assertion about that subject. (Ex. An ideal classroom (subject) is comfortable but stimulating (assertion about the subject).
  3. Include an introduction, body, and conclusion.
  4. Check unity: Is each paragraph related to a topic sentence? Is each paragraph related to your thesis?
  5. Check coherence: Are sentences logically arranged and connected, making it easy for the reader to follow your train of thought?
  6. Develop your points thoroughly. Does the essay exhibit depth of thought? You can use description, narration, illustration (examples), scenarios, or other rhetorical strategies (such as comparison/contrast, definition, classification, analogy, cause/effect, process analysis) to make your paragraphs vivid, interesting, and well developed.
  7. Leave yourself time in the writing process to revise (improve content), edit (correct), and proofread your work. Be prepared to write more than one draft before you have your finished paper.

Evaluation: In determining your score, I'll consider each of the following categories: focus, organization, development, mechanics, and style. Each category is crucial to the essay's success.







Questions? Contact me.

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