Fundamentals
of College Writing
english 0960
spring quarter 2014 · MWF 8:00-10:55am · Fort Bldg 010 Rm 122
Instructor: Amber Rogers
Office Hours: Monday & Wednesday, 7am-8am, office TBA
Email: amrogers5@mccneb.edu
Important Dates:
Date Class Begins:
Census Date:
Date Class Ends:
Friday, March 7th, 2014
Sunday, March 16th, 2014
Wednesday, May 21st, 2014
course information
Course Description: This course develops students' abilities to write clearly and effectively for different
audiences and purposes. Instruction emphasizes the fundamentals of effective expository writing
processes including invention, organization, and revision with an emphasis on editing, coherence, and
sentence structure.
Course Prerequisites:
Assessment Testing or completion of ENGL 0950 (Reading and Responding)
Class Structure: Students will compose 3 essays this quarter. For each one, the class will read several
sample essays for inspiration and exemplary techniques, brainstorm essay ideas, learn from group
activity, workshop rough essay drafts as a class, conference with the instructor, and revise essays.
Program Philosophy:
“The philosophy of the Basic Writing Program has at its core a belief that higher education should be
accessible to all people, no matter their background or preparation. Our faculty help students become
more confident as writers through encouragement, fostering a positive relationship between students
and instructors. Our classrooms are writing communities where collaboration and one-on-one
instruction lead participants to examine their beliefs and ideas by exchanging points of view with one
another and learning about experiences outside of their own through challenging readings and
discussions. As students recognize their strengths and become creators of meaningful texts, they learn
to trust and benefit from the writing process, gaining proficiency in writing conventions. Skills learned in
basic writing will contribute to students’ continued success.”
required texts and materials
An electronic saving device (a.k.a. Flashdrive/ USB drive)
Optional: A collegiate dictionary or access to an online dictionary
attendance policy
Attendance in this class is vital to your final course outcome. Following a professional model, no
distinction is made between excused and unexcused absences—if you are absent, I assume it is for a
good reason, but you are nevertheless responsible for turning in work on time and coming prepared for
the following class. You may miss up to four (4) classes without affecting your course standing. Upon the
fifth (5) absence, however, the student will receive either an (R) (F) or (FX). Missing three (3) classes in a
row will also result in either an (R) (F) or (FX). It is your responsibility to find out what you missed and
make arrangements to have homework handed in before the beginning of class.
Also, if you miss class, don’t email me and ask me “did we do anything?” or “what did we do?” Consult
your semester plan, check blackboard, ask a peer, and if you’re still confused, then email me with
questions. 
Note: If you're dangerously close to missing more than four class periods I will send you a friendly
reminder email. Unless it’s something really serious (you’ve been in the hospital, death of a family
member, etc) I don’t allow you to make up any additional misses.
classroom environment
Respect: Several of our classes will revolve around spirited class discussions, where we will all have
differing opinions. Remember to respect the opinions of your peers, even if they substantially differ
from your own.
Participation: As a college student, you are expected to take responsibility for your learning through
active involvement. This means that you must attend all class sessions, read all assigned materials, ask
questions as needed, participate thoughtfully in class discussions and projects, and complete assigned
writing projects on time, revising as needed. The extent to which you participate in these activities as
well as the skill level and depth of knowledge you display in their completion will influence the final
grade you earn in this course.
Technology: I’m not going to slap the phone out of your hand, but don’t spend the entire time on
Facebook. It’s a waste of your tuition, and you won’t learn anything. Plus, we need your input in
discussion, and that’s harder to give when you’re liking statuses and posting grumpy cat memes. Either
way though, I won’t parent you. In the end, it’s your education.
Candy: If you find what you think to be a typo or grammar mistake in any of my handouts and bring it to
my attention, the whole class gets candy. What do I expect from you in return? If you can find small
errors in my work, then you can certainly find them in your own. Sometimes small mistakes in our
writing can elude us, but on a second or third look we all have the ability to find and correct them.
Sometimes we just have to step away from the paper to see it for what it is. 
Communication: On the first day, I will ask you for an email address you most often check. I will use this
email to send updates and reminders, so watch out for emails from me. We also have a class website
you can visit at any time to download extra copies of assignments or class handouts (although you will
also always receive a printed copy).
Link to class website: Rogers0960.weebly.com
Time Management: YOUR TIME MANAGEMENT IS CRITICAL. Expect to spend at least six hours a week
outside of class reading and writing. It is expected that the majority of work be done outside of the
classroom.
assignments
Students will mainly be assessed based on their performance on three essays: Essay 1 : The Literacy
Narrative, Essay 2: The Expository Essay, and Essay 3: The Response Essay (written in class). Other
assignments that demonstrate process work, including a final reflection piece, will also be assessed to
evaluate student progress and participation in class. As the class progresses, we will discuss each
assignment’s expectations in depth
All assignments for this course should be neat, typed, double-spaced and in proper format (i.e. including
an MLA submission heading at the top of the first page). Students will be able to revise any non-passing
assignments before the end of the quarter, within reason, in an attempt to earn a pass (70% or better)
on them.
Assessment measures based on course objectives:
1. Understand and use writing as a process
2. Write clearly and effectively for different audiences and purposes
3. Independently use writing and reading tools for learning
4. Analyze and evaluate the effectiveness of one’s own writing and that of others
5. Grow as writers
Returned Work: The instructor will try to grade essays and return them within a week of submission.
Daily homework and assignments are typically returned the next class period.
Late Work / Extensions: Unless designated otherwise, a hard copy of any assignment is expected to be
handed in at the beginning of class on the due date. Absences from class will not excuse you from major
deadlines. If you need an extension, you must notify me at least 24 hours in advance. Plain old papers
handed in late without the extension chat will not be accepted. Workshop participation, conferences,
and in-class writing cannot be made up or turned in late; these grades depend entirely on the student
being present, punctual, and prepared for due dates.
Assignment and Notification of Submission: Each essay will be graded using a single-point rubric, which
will list and explain criteria for competency. Students will receive these rubrics before an essay is due, so
that they can revise their own essays before turning then in. All essays must be typed. I accept both
printed and emailed copies of assignments. (If you email me the assignment, it must be emailed by the
time class starts the day the assignment is due.)
grading
Each major assignments will receive one of the symbols (shown in the key below) to indicate if it passes
or not. The instructor will also provide comments on students’ work in order to help them revise and
improve it. The following chart shows the required assignments that must each receive a 70% or higher
in order to pass the course. It will allow students to keep track of your progress throughout the quarter
and determine if they are passing or not before the class ends. Students will receive a record of their
grade from the instructor about mid-way through the quarter; however, a student can schedule a
conference with her at any time to discuss this.
The instructor will use the following symbols to indicate whether an assignment has passed, needs to be
revised, or can no longer receive credit. All assignments will be grading using this system; therefore, no
letter grades or points are given in this class.
Key to symbols:
Plus (+)= Passing work (70% or higher); student has demonstrated understanding of assignment concept
and ability to clearly convey this understanding in writing
Check ()= Borderline (65-69%) Student demonstrates some understanding of concept, but needs to
revise and resubmit assignment in an effort to bring the work to a passing level
Minus (-)= Not-passing work (64% or lower); student’s submission does not reflect understanding of
concept and he/she needs to get extra help (from instructor or Writing Center) with revision in an effort
to get the work to a passing level
Zero (0)= Did not turn in assignment
Components of
Final Grade
Major Writing
Assignments
*All must receive
a pass
Process,
Preparation, &
Reflection
*9/12
assignments
must receive a
pass
Assignments
Date submitted
Plus, check, minus, or
zero
Literacy Narrative Essay
Expository Essay
In-class Response essay
Conference Preparedness
#1
#2
Reading responses
#1
#2
#3
#4
#1
#2
#3
#4
Preparedness for reading
discussions (Reflections
and Reaction Paragraphs)
#5
Final course reflection
Students may earn a P (pass), R (re-enroll), F (fail), FX (absence-related failure, or WX (withdrawal) for
this course.
Pass (P)
No letter grades (A, B, C, D, F) will be given in this class. A passing grade for the entire course is earned
when a student has passed 1) each major essay 2) nine (9) out of twelve (12) process work assignments
(see chart on page 4). Grades of 70 or above are considered passing (P).
Re-enroll (R)
A final course grade of R indicates that the student did not satisfactorily complete all writing
assignments and/or is unprepared for the next level writing and/or reading courses.
Fail (F) (FX)
F is a final grade given to a student who has not demonstrated a minimum passing proficiency in
mastering course objectives. The F requires the instructor to include the LAST DATE of ATTENDANCE on
the Final Grading Roster
FX is a final grade given to a student who stops attending a class (participating in a class if it's an online
class), does not return, and fails.
Disenrollment: Students who do attend and actively participate in class meetings up to and including
the Section Census Date published in the Class Schedule at www.mccneb.edu/schedule/default.asp are
at risk to be dis-enrolled. The census date for our class is 3/16/14.
Attendance/Participation Reporting: To confirm each student’s eligibility to remain registered for the
class, the instructor will officially report attendance/participation on or before the Census Date.
Students in this section of 960 Essentials of College Writing must attend a class meeting by 3/16/2014.
Editing Marks
When you receive your work back, the instructor will often provide feedback on grammar and sentence
structure. The following key will be used so that the marks are consistent. Sometimes, the mark will be
placed directly on the error; other times, it will be placed in the margin next to the sentence containing
the error so that students can locate the error, increasing independence in editing.
academic honesty statement
Students are reminded that materials they use as sources for classwork may be subject to copyright
protection. Additional information about copyright is provided on the library website at
http://www.mccneb.edu/library or by your instructor. In response to incidents of student dishonesty
(cheating, plagiarism, illegal peer-to-peer file sharing, etc.), the College imposes specific actions that
may include receiving a failing grade on a test, failure in the course, suspension from the College, or
dismissal from the College. Disciplinary procedures are available in the Advising/Counseling Centers or
at http://www.mccneb.edu/procedures/V-4_Student_Conduct_and_Discipline.pdf.
Note: If you have a question about using or citing another writer’s work, DO NOT GUESS. Check with me
or a consultant at the writing center. Bring a printout of the original source and your paper to the
consultation.
writing help
The Metro Writing Center offers its students writing consultants in English. They can assist you with
papers (getting ideas, organization etc.)
See the website for writing center hours: http://resource.mccneb.edu/writingcenter/ . Sarpy
Center, Room 215; Fort Omaha Campus, Building 10, Room 209; South Omaha Campus, Connector
Building, Room 222.
additional information
Student Withdrawal: If you cannot participate in and complete this course, you should officially
withdraw through WebAdvisor at http://webadvisor.mccneb.edu or by calling Central Registration at
402-457-5231 or 1-800-228-9553. Failure to officially withdraw will result in either an (FX) (F) or (R)
grade. The last date to withdraw is noted in the CLASS IDENTIFICATION section of this syllabus.
Assessment of Student Learning Program: Metropolitan Community College is committed to continuous
improvement of teaching and learning. You may be asked to help us to accomplish this objective. For
example, you may be asked to respond to surveys or questionnaires. In other cases, tests or assignments
you are required to do for this course may be shared with faculty and used for assessment purposes.
Use of Student Work: By enrolling in classes offered by Metropolitan Community College, the student
gives the College license to mark on, modify, and retain the work as may be required by the process of
instruction, as described in the course syllabus. The institution shall not have the right to use the work in
any other manner without the written consent of the student(s).
Maintenance of Student Records: All student assignments and essays will be returned to the student, so
each individual can monitor his/her own progress and receive feedback on skill areas mastered.
Software/File Submission Requirements: Metropolitan Community College uses Microsoft products as
part of its standard software and encourages students to do the same. You may save word-processed
documents for file attachments in Microsoft Word .doc or .docx format. If your software does not allow
either of these, then save files in Rich Text Format (.rtf).
Learning Support: MCC's Academic Resource Centers, Math Centers, and Writing Centers offer friendly,
supportive learning environments that can help students achieve educational success. Staff members in
these centers provide free drop-in assistance with basic computing, reading, math, and writing skills.
Self-paced, computer-assisted instructional support in reading, vocabulary, typing, English as a Second
Language, and online course orientation is also available.
Detailed information about the Academic Resource, Math, and Writing Centers is in the Student
Handbook, College Catalog, and online at http://www.mccneb.edu/arc/.
Non-discrimination and Equal Opportunity Statement: Metropolitan Community College does not
discriminate on the basis of race, color, national origin, religion, sex, marital status, age, disability or
sexual orientation in admission or access to its programs and activities or in its treatment or hiring of
employees.”
Accommodations for Students with Disabilities: Metropolitan Community College will provide
reasonable accommodations for persons with documented qualifying disabilities. It is the student’s
responsibility to request accommodations from Disability Support Services (DSS) located in each Student
Services Office. After students have arranged for accommodations with DSS, the student and instructor
should privately discuss these accommodations. For further information, please contact DSS or visit
http://www.mccneb.edu/dss/.
If you have already contacted a Disability Support Services counselor, it is your responsibility to
approach the instructor and discuss with her what accommodations you would like to utilize. Do this
BEFORE you want to use them (e.g. before the final in-class writing exam etc).
Technology Support: For assistance with student email, passwords, and most other MCC technology,
contact the Help Desk at 457-2900 or mcchelpdesk@mccneb.edu.
Technology Resources: By using the information technology systems at MCC (including the computer
systems and phones), you acknowledge and consent to the conditions of use as set forth in the
Metropolitan Community College Procedures Memorandum on Acceptable Use of Information
Technology and Resources. It is your responsibility as a student to be familiar with these procedures.
The full text of the Procedures Memorandum may be found at the following website:
http://www.mccneb.edu/procedures/X-15_Technology_Resources_Use.pdf.
semester plan1
Week 1
Friday, 3/7
Course expectations
Introductions
Assign Letter to the Instructor
In-class writing: Work on Letter
Week 2
Homework (for 3/10):
Finish Letter to instructor Assignment
Monday, 3/10
Introduction to course theme
Discussion: Experiences with Writing
In-class reading: “Superman and Me”
Reflection sheet / small group share
Homework (for 3/12):
Read “Coming into Language” by Jimmy
Santiago Baca
Wednesday, 3/12
Reflection sheet / Small group share
Summary Writing in Reponses
Discussion: “Coming into Language”
Lecture: How we learn language
In-class writing: First memories of language
Homework (for 3/14)
Finish summary paragraph for “Coming into
Language”
Friday, 3/14
Work with summary paragraphs
In-class writing: Reaction paragraph
Assign Response 1
In-class writing: Work on Response 1
Week 3
Homework (for 3/17)
Read: “The Reading Process”
Finish Response 1
Monday, 3/17
DUE: Response 1
Reflection sheet / Small group share
Lecture: How to stomp through a text / annotation
Lecture: What is an essay and the narrative genre
Concrete language exercise with “Coming into
Language”
Homework (for 3/19):
Annotate “The Reading Process”
Wednesday, 3/19
Sentence work: Parts of speech
Parts of speech mad libs game
Vivid language
In-class writing: Vivid language writing activity
Homework (for 3/21)
Finish your vivid language story
Friday, 3/21
Share vivid language stories
Lecture: Multiple literacies
Sentence work: Clauses and compound sentences
Introduce Essay 1: Literacy Narrative
In-class writing: Brainstorming the narrative
1
Subject to change with substantial notice
Homework (for 3/24)
Read “Mother Tongue” by Amy Tan, annotate
the essay
Week 4
Monday, 3/24
Annotation check
Homework (for 3/26):
Reflection sheet / small group share
Finish Response 2
Lecture: From annotations to reflection
In-class writing: Summary and Reaction paragraph for
“Mother Tongue”
In-class writing: Work on turning paragraph
Into Response 2
Wednesday, 3/26
DUE: Response 2
Lecture: Dialogue in storytelling
Sample Literacy Narrative
Small group: Analyze literacy narrative
Sentence work: Simple vs. compound
Friday, 3/28
Lecture: perspective writing in narrative scenes
Sample Literacy Narrative
Activity: Sentence imitation
In-class writing: Work on Literacy Narrative
Week 5
Homework (for 3/31)
Bring at least ¾ of a page of Literacy Narrative
Monday, 3/31
Sentence work: run-on sentences / fragments
Reflection over first draft
Small group share
Lecture: Order of concerns
Order of concerns activity
Homework (for 4/2)
Bring at least a page and half of Literacy
Narrative
Wednesday, 4/2
Run-on sentences / fragments in drafts
Lecture: Organization and PIE structure
Sample Literacy Narrative
Peer Check
In-class writing: work on Literacy Narrative draft
Homework (for 4/4)
Bring updated draft of Literacy Narrative
Friday, 4/4
Lecture: Tense in narratives /
Specificity and Believability
Peer Check
Writing the memo
In-class writing: work on memo
Week 6
Homework (for 4/7-4/9)
Bring at least a page and half of Literacy
Narrative
Monday, 4/7
Individual Conferences – please meet with
Me at the assigned location and time
Homework (for 4/11)
Bring your latest draft to class on Thursday for
small group workshopping (bring at least four
copies)
Wednesday, 4/9
Individual Conferences – please meet with
Me at the assigned location and time
Friday, 4/11
Re-visioning: Small group workshops
Sentence work: compound and complex
Sentences
In-class writing: Literacy Narrative work
Week 7
Homework (for 4/14):
Complete your Literacy Narrative for grading
Monday, 4/14
In-class writing: narrative reflection
Read article in class / discussion
Prepare for Watts
Pre-reading activity
Wednesday, 4/16
Reflection / Small group share
Lecture: Formal vs. informal writing
In-class writing: Summary and Reaction
paragraphs over “The Color of Success”
Homework (for 4/16)
Read “The Color of Success” by Watts
Homework (for 4/18)
Finish summary and reaction paragraphs for
“The Color of Success”
Friday, 4/18
Week 8
Share reaction paragraphs
Lecture: Formal vs. informal writing cont’d
Discussion and brainstorming
PIE work for Response 3
Homework (for 4/21)
Annotate “The Color of Success”
Monday, 4/21
Homework (for 4/23)
Finish Response 3
Annotation check
PIE / Thesis workshop
In-class writing: Work on Response 3
Wednesday, 4/23
Introduce Essay 2: Expository Essay
Lecture: Methods of invention in essay
Friday, 4/25
Lecture: Coming up with a topic
Topic activity with small groups
In-class writing: Brainstorming for Essay 2
Week 9
Homework (for 4/28):
Read “Blue Collar Brilliance” by Mike Rose,
annotate
Monday, 4/28
Reflection / Small group share
Class brainstorming
Analyze a Rose paragraph: Methods of
Invention
In-class writing: Work on summary and
reaction paragraphs
Homework (for 4/30)
Finish your summary and reaction paragraphs
for “Blue Collar Brilliance”
Wednesday, 4/30
Share reaction paragraphs
Introduce Response 3
Rose analysis activity
In-class writing: work on Response 3
Homework (for 5/2):
Finish response 3
Friday, 5/2
Audience analysis for Essay 2
Sample expository essay
In-class writing: Essay 2
Week 10
Homework (for 5/5)
Work on Essay 2
Monday, 5/5
Lecture: How to write intros / conclusions
In-class writing: Introduction
Small group share
In-class writing: Conclusion
Small group share
Homework (for 5/7)
Bring your most updated copy of your rough
draft to your designated conference
Wednesday, 5/7
Individual conferences
Homework (for 5/9)
Bring four typed, updated copies of your draft
Friday, 5/9
Small group workshopping
Introduce memo 2
In-class writing: Work on memo and
Perfecting response
Week 11
Homework (for 5/12)
Finish your essay 2 with updated memo
Monday, 5/12
Lecture: response essay writing
Structure / purpose / audience
Analyze sample essay
Read article for response: TBA
Homework (for 5/14)
Brainstorm ideas for response
Wednesday, 5/14
Response essay prep
- Group collaboration
- Graphic organizer
- Thesis workshop
Final course reflection
Friday, 5/16
In-class response: Drafting
Week 12
Homework (for 5/16)
Prepare for in-class response
Homework (for 5/19)
Bring four typed, updated copies of your draft
Monday, 5/19
In-class response: Drafting / Revising
Pages 1 & 2 of Packet 1
Homework (for 5/21)
Final course refection due
Homework (for 4/28):
Read “Blue Collar Brilliance” by Mike Rose,
Wednesday, 5/21
In-class response: Revising