Course Name: English Composition I
Course Date & Time: MW 12:50-2:35 pm
Semester & Year: Fall 2011
Course Number & Section: ENGL 1301.861
Course Location: SHS
Semester Code: 111S
Instructor’s Name: Dr. Jessica Hobbs
Instructor’s Office: COR 336 (group office)
Office Hours: By appointment
Dept. Chair Phone: (940)668-4379
Phone Number: (940) 668-7731
E-mail: jhobbs@nctc.edu
, or jlh0091@unt.edu
Dept. Chair: Dr. Ann Jagoe
Dept. Chair E-mail: ajagoe@nctc.edu
Catalog Description: Principles and techniques of expository and persuasive writing; critical thinking and textual analysis; essays and research methods. Prerequisite: Satisfactory placement test score or passing grade in ENGL 0305.
Textbooks & Materials:
(Required) Kennedy, X. J., Dorothy M. Kennedy, & Marcia Kennedy. The Bedford Guide
for College Writers. 9 th edition. Boston: Bedford/St. Martin’s. 2011.
(Required)
ISBN: 978-0-60154-6
Aaron, Jane E. The Little Brown Compact Handbook. NY: Allyn & Bacon
Longman, 2010.
ISBN: 0-536-439532
Composition Notebook, or some other folder with blank pages (not a spiral) (Required)
Learning Outcomes: Upon successful completion of English 1301, students should be able to accomplish the following:
1.
Identify the author’s purpose, audience, and rhetorical strategies in assigned readings.
2.
Compose unified, developed, clear, and coherent essays.
3.
Revise essays for unity, development, clarity, and coherence.
4.
Use Standard English.
5.
Locate, appraise, and select scholarly research materials from print, electronic media, and
Internet sources appropriate to research topic.
6.
Synthesize research findings, avoid plagiarism, and use MLA format for documentation.
Grading Scale & Course Components: The instructor will determine grades according to the following scale based on the student’s performance on course components.
A = 90+ B = 80 – 89 C = 70 – 79 D = 60 – 69 F = 60 & Below
Participation / Attendance…………………………………………………10%
Journal ………………………………………………………….………………….15%
Quizzes / Daily Work………………………………………………………….15%
Essay #1…………………………………………………………………………….15%
Essay #2…………………………………………………………………..………..15%
Essay #3………………………………………………………………………..…..15%
Essay #4………………………………………………………………………..…..15%
Scholastic Integrity: Scholastic dishonesty shall include, but not be limited to, cheating on a test, plagiarism, and collusion. See Student Handbook “Student Rights & Responsibilities: Student
Conduct [FLB-(LOCAL)]” #18. Disciplinary Actions [Student Handbook, p. 164, #5] “When cheating, collusion, or plagiarism has occurred beyond any reasonably doubt, the instructor may give the student or students involved an ‘F’ on a particular assignment or in the course. [See Scholastic
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Dishonesty FLB (LOCAL)] The instructor shall make a written report of the incident and action to appropriate instructional dean who shall review the case, notify the student and, if necessary, take further action. This may involve either probation or suspension of the student or students in question. If such disciplinary action is deemed necessary, the Dean of Student Services shall be notified, and the action shall be taken through that office.”
Attendance Policy: Because each day of instruction is important, attendance to each class meeting is imperative and mandatory. Students will suffer a reduction of points from the attendance and participation grade for each absence. Students who miss more than four (4) classes will have half a letter grade (5 points) deducted from their final grade. Students who miss more than five (5) classes will have a letter grade (10 points) deducted from their final grade. Students who miss
more than six (6) classes may be dropped from the course. You cannot learn and participate if you do not attend class. The number of excused absences students accrue throughout the semester
INCLUDES school-sanctioned field trips, athletic events, religious holidays, and sudden emergencies. I will consider exceptional circumstances (car accidents, major illness, etc.) on a caseby-case basis. If you do miss class, it is YOUR RESPONSIBILITY to turn in assignments (in person or via e-mail) prior to your absence. You should check ANGEL or contact a classmate to find out what material we covered in class. Also, if you will miss an important in-class activity (such as Peer
Review Workshop), you should notify me BEFORE you miss class rather than after.
In an effort to maximize the time available, students should strive to get to class on time. Students who arrive late consistently, or who “disappear” for extended periods of time, will be counted tardy. Once a student accrues three tardies, he or she will receive an absence.
Disability Accommodations: The Office of Students with Disabilities (OSD) provides accommodations for students who have a documented disability. A disability is anything that can interfere with learning, such as a learning disability, psychological challenge, physical illness or injury. Accommodations may include extra time on tests, tests in a non-distracting environment, note taker in class, etc. On the Corinth Campus, go to room 170 or call (940) 498-6207. On the
Gainesville Campus, go to room 110 in the Administration (100) Building or call (940) 668-7731 ext.
4321. North Central Texas College is committed to both the spirit and letter of federal equal opportunity legislation, including the Americans with Disabilities Act (ADA) of 1990, ADA
Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112).
ACCESS Program: The ACCESS Program provides accommodations for students who have a documented disability. A disability is anything that can interfere with learning, such as a learning disability, psychological challenge or physical illness or injury. Accommodations may include extra time on tests, tests in a non-distracting environment, a note taker in class, etc. On the Corinth
Campus, contact: Wayne Smith, ACCESS Coordinator, at ( kwsmith@nctc.edu
), 940-498-6207 or
Penny Cogbill, Departmental Assistant, at ( pcogbill@nctc.edu
, 940-498-6212) or William Leija,
Departmental Assistant, at wleija@nctc.edu
, 940-498-6224 in Suite 170. For the Gainesville, Bowie, or Graham Campuses, contact Yvonne Sandmann, ACCESS Specialist, at ( ysandmann@nctc.edu
,
940-668-7731 ext. 4321) in Room 110 on the Gainesville Campus. NETWORKS is a childcare reimbursement program that may assist technical students with partial childcare reimbursement for those who qualify. Contact Yvonne Sandmann, ACCESS Specialist, for more information.
Student Success Center: The Student Success Center is designed to help all students at NCTC develop tools to achieve their academic goals. This program also links students to FREE tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring, and helps new students acclimate to college by providing computer lab services for prospective students. All students are invited to visit the Student Success Center. On the Corinth Campus, go to rooms 170, 182, or 188;
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on the Gainesville Campus, go to rooms 114 or 111; on the Flower Mound Campus, go to room 11; and, on the Bowie campus, go to room 124.
TRIO Program: TRIO Programs are federally funded programs that offer services designed to assist students in achieving their academic goals. Services include educational workshops, academic advising, tutoring, personal counseling, career counseling, cultural enrichment, and financial aid information. Students may be eligible for TRIO if they are currently enrolled at North Central Texas
College, have academic need, and meet at least ONE of THREE criteria, which include: 1) first generation status—neither parent has graduated from college, 2). income level is within federal low income guidelines, and/or 3). has a documented disability. TRIO is located in Room 170 on the
Corinth Campus, Room 112 on the Gainesville Campus, and Room 124 on the Bowie Campus.
Contact Jessica DeRoche, TRIO Coordinator, at jderoche@nctc.edu
, 940-498-6212, on the Corinth
Campus for more information.
Students can also access the Department of Student Success’ website by going to www.nctc.edu
and clicking on the red button in the middle of the page labeled “Tutoring and Other ACADEMIC
SUPPORT SERVICES,” or by going directly to: http://www.nctc.edu/Student_Services/Access/AcademicandStudentSuppotServices.htm
.
Units of Study:

Block I: Readings
Students will read and analyze a variety of selections from the textbooks and supplementary material provided by the instructor.

Block II: Quizzes, Daily Work, & Exercises
Students will take quizzes to demonstrate their knowledge of the material; also, students will participate in a number of group exercises to generate ideas, review essay drafts, and master grammar and punctuation.

Block III: Compositions
Students will write approximately 5,000 words (20 pages) in a variety of compositions – formal and informal. As part of this required writing, students will produce a minimum of four graded assignments, all of which should use the following stages of the writing process:
*Invention
*Drafting
*Peer Review
*Revision
*Final Draft

Block IV: Grammar and Mechanics
Students will study grammar and mechanics in the adopted handbook to meet departmental standards. This study will involve group exercises and quizzes. Students will be expected to demonstrate mastery of grammar and mechanics in the graded essay assignments.

Block V: Research
Students will learn how to use library (print) and electronic sources to gather supporting evidence. This evidence will be incorporated into the third and fourth essay assignments.
Students must demonstrate mastery of MLA format in documentation.
EEOC Statement: North Central Texas College does not discriminate on the basis of race, color, national origin, gender, religion, age, or disability in the employment or provision of services.
Classroom Etiquette & Professionalism: Over the course of the semester, we will read material from a diverse group of thinkers and writers. We will share a variety of ideas and values, and some
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of them may not appeal to you. Polite debate and dialogue is the goal of classroom discussion.
Insults, taunts, or the denigration of the ideas of another person will not be tolerated in the classroom. In addition, any student who creates an uncomfortable environment for others in the classroom – whether by unpleasant remarks or other forms of intimidation – will be dismissed from the class, counted absent, and required to attend a conference with the instructor, dual-credit counselor, and the Chair of the English, Speech, and Foreign Language Department. Remember to treat others in a respectful manner and to take the role of academic dialogue seriously.
Important Policies:
Please DO NOT use your cell phone or ipod in class; this includes text messaging, accepting phone calls, listening to music, or playing games.
Please DO NOT wear headphones or ear buds during class, even if the device they are connected to is turned off.
Students are allowed to bring pre-packed food and drink to class, but should avoid distracting others with these items. Please DO NOT bring fast food or pungent items.
Do your best to remain awake during class. If you fall asleep, you will be awoken.
ALWAYS conduct yourself in a respectful manner.
COURSE CALENDAR
Mon., 8/22 Course introduction—discuss syllabus; Assign Peer Review groups—Write Peer
Review Contracts; Ice breaker exercise.
Homework: Get required course materials; Read The Bedford Guide for College Writers (BG)
Pt. I, p. 6-55.
Wed., 8/24 Introduction: The Rhetorical Situation; Writing in College; The Stages of the Writing
Process: Rhetorical Situation, Invention, Thesis, Organization, & Development.
Homework: Read The Little Brown Compact Handbook (LBH), p. 3-38 and p. 69-89.
Mon., 8/29 Continue discussion of The Writing Process: Drafting, Revision, and Editing; Begin discussion of Active Reading, Critical Thinking, and Academic Writing; Peer Review
Exercise—Constructive Criticism.
Homework: Read BG, Part Two, Ch. 4: “Recalling an Experience,” p. 58-75
Wed., 8/31 Assign Essay #1: Narration; Discuss BG, Ch. 4: “Recalling an Experience,” p. 58-75;
Group Exercise—Effective Thesis Statements.
Homework: Read Russell Baker, “The Art of Eating Spaghetti,” BG, p. 60-63; Read Amy Tan,
“Mother Tongue,” BG, p. 518-523.
Mon., 9/5 Labor Day – No Class
Homework: Study for Reading Quiz #1; Brainstorm Ideas for Essay #1
Wed., 9/7 Reading Quiz #1; Discuss Russell Baker’s “The Art of Eating Spaghetti,” p. 60-63 in
BG; Discuss Tan’s “Mother Tongue,” p. 518-523; Group Exercise—Brainstorming
Ideas.
Homework: Begin drafting Essay #1; Prepare Rough Draft for Peer Review on Wed., Sept. 14 th
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Mon., 9/12 Developing a ‘Voice’ as a writer; How to be a good story teller; Group Exercise—
Sentence Fragments, Comma Splices, and Run-On Sentences.
Homework: Review LBH, Ch. 35-36, p. 280-290; Finish Rough Draft of Essay #1 for Peer Review
Workshop on Wed., Sept. 14 th .
Wed., 9/14 Revision strategies for Essay #1; Assign Peer Review Worksheet #1, due Mon., Sept.
19 th ; Peer Review Workshop #1.
Homework: Revise Essay #1 and submit online (ANGEL or e-mail); Finish Peer Review
Worksheet #1; Read BG, Ch. 5, “Observing a Scene,” p. 77-95.
Essay #1: Narration due via ANGEL or e-mail ( jlh0091@unt.edu
or jhobbs@nctc.edu
) by 11:59
PM, Sat., Sept. 17 th , 2011
Mon., 9/19 Peer Review Worksheet #1 Due; Extra Credit Worksheet #1 Due; Introduction to
Description/Observation: ‘Showing’ vs. ‘Telling’; Discuss BG, Ch. 5, p. 77-95; Group
Exercise—Adding Sensory Detail.
Homework: Read BG, Eric Liu, “The Chinatown Idea,” p. 79-82 and Dorothy Allison’s
“Panacea” (Supplemental)
Wed., 9/21 Assign Essay #2: Description/Interview; Discuss Liu’s “The Chinatown Idea,” p. 79-
82; Discuss Allison’s “Panacea” (supplemental); Group Exercise—Active & Passive
Voice (see LBH p. 236-238).
Homework: Read BG, Ch. 6, “Interviewing a Subject,” p. 96-115; Read Paul Solotaroff, “The
Surfing Savant,” p. 98-101 in BG.
Mon., 9/26 Discuss BG, Ch. 6, “Interviewing a Subject,” p. 96-115; Discuss Solotaroff’s “The
Surfing Savant,” p. 98-101; Group Exercise—Subject-Verb Agreement (see LBH p.
239-245).
Homework: Brainstorm Ideas for Essay #2; Study for Reading Quiz #2.
Wed., 9/28 Group Exercise—Using Transitions; Paragraphs: Form, Organization, and
Development (see LBH, p. 39-50); Group Exercise—Recognizing Effective
Paragraphs; Reading Quiz #2.
Homework: Begin drafting rough draft of Essay #2 for Peer Review.
Mon., 10/3 Group Exercise—Pronouns Case (see LBH p. 246-252); Discuss Parallelism (see LBH, p. 154-157); Group Exercise—Using Parallelism Effectively.
Homework: Finish rough draft of Essay #2 for Peer Review
Wed., 10/5 Revision Strategies for Essay #2; Assign Peer Review Worksheet #2, due Mon.,
10/10; Peer Review Workshop #2.
Homework: Revise Essay #2 and submit online (ANGEL or e-mail); Finish Peer Review
Worksheet #2, due Mon., 10/10; Finish Extra Credit Worksheet; Read BG, Ch. 8,
“Explaining Causes and Effects,” p. 136-153.
Essay #2: Description/Interview due via ANGEL or e-mail ( jlh0091@unt.edu
or jhobbs@nctc.edu
) by 11:59 PM, Sat., Oct. 8 th , 2011
Mon., 10/10 Peer Review Worksheet #2 due; Extra Credit Worksheet #2 due; Introduction to
Cause & Effect; Discuss BG, Ch. 8,”Explaining Causes and Effects,” p. 136-153;
Group Exercise—Affect vs. Effect; Group Exercise—Mixed Sentences.
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Homework: Read BG, Jeffrey Pfeffer, “Lay Off the Layoffs,” p. 138-141; Discuss Babcock &
Laschever’s “Low Goals and Safe Targets,” p. 548-551.
Wed., 10/12 Assign Essay #3: Cause & Effect / Proposing a Solution; Discuss Pfeffer’s “Lay Off the Layoffs,” p. 138-141; Discuss Babcock & Laschever’s “Low Goals and Safe
Targets,” p. 548-551.
Homework: Study for Reading Quiz #3; Read BG, Ch. 10, “Proposing a Solution,” p. 183-201;
Read BG, Ch. 30-32, p. 646-696: Research Writing
Mon., 10/17 Discuss Ch. 10, “Proposing a Solution,” BG, p. 183-201; Reading Quiz #3; Using
Research in Your Writing—Discuss BG, Ch. 30-32, p. 646-696; Group Exercise—
Misplaced Modifiers.
Homework: Read Wilbert Rideau, “Why Prisons Don’t Work,” BG, p. 185-187; Read William
Zinsser, “The Right to Fail,” BG, p. 624-627.
Wed., 10/19 Discuss Rideau’s “Why Prison’s Don’t Work,” p. 185-187; Discuss Zinsser’s “The
Right to Fail,” p. 624-627; Group Exercise—How to Find Source Materials.
Homework: Brainstorm ideas for Essay #3; Begin gathering material and evidence for Essay
#3; Read BG, Ch. 33-35, p. 697-723.
Mon., 10/24 Discuss BG, Ch. 33-35, p. 697-723: Evaluating Source Material, Integrating Sources, and Writing the Research Paper; Group Exercise—Detecting Bias & Loaded
Language
Homework: Research for Essay #3; Begin drafting Essay #3
Wed., 10/26 Group Exercise—Integrating Source Material; Introduction to MLA format & documentation: Parenthetical Citation, Block Format, and the Works Cited Page.
Homework: Prepare Rough Draft of Essay #3; Read LBH, Pt. 7, Ch. 52-53, p. 398-431: “Working with Sources” and “Avoiding Plagiarism”
Mon., 10/31 Library Time—Gather Research; Discuss Synthesis & Using Sources: Summary,
Paraphrase, and Quotation; Introduction to Plagiarism.
Homework: Finish rough draft of Essay #3 for Peer Review Workshop on Wed., 11/2
Wed., 11/2 Revision Strategies for Essay #3: Cause & Effect / Proposing a Solution; Assign Peer
Review Worksheet #3; Peer Review Workshop #3.
Homework: Revise Essay #3 and submit online; Finish Peer Review Worksheet #3, due Mon.,
11/7; Finish Extra Credit Worksheet #3, due Mon., 11/7; Read BG, Ch. 9, “Taking a
Stand,” p. 154-181.
Mon., 11/7 Peer Review Worksheet #3 due; Extra Credit Worksheet #3 due; Introduction to
Argument—Discuss Ch. 9, “Taking a Stand,” BG, 154-181; Group Exercise—
Debatable Statements.
Homework: Read Suzan Shown Harjo, “Last Rites for the Indian Dead,” BG, p. 157-160; Read
Juliet Schor, “The Creation of Discontent,” BG, p. 634-637.
Wed., 11/9 Discuss Harjo’s “Last Rites for the Indian Dead,” BG, p. 157-160; Discuss Schor’s
“The Creation of Discontent,” BG, 634-637; Assign Essay #4: Argumentation.
Homework: Brainstorm ideas for Essay #4; Read Ch. 12, “Supporting a Position with Sources,”
BG, p. 220-252; Study for Reading Quiz #4 (Mon., 11/14).
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Mon., 11/14 Reading Quiz #4; Discuss BG, Ch. 12, “Supporting a Position with Sources,” p. 220-
252; Group Exercise—Recognizing Plagiarism.
Homework: Brainstorm Tentative Thesis Statement for Essay #4; Begin gathering source material.
Wed., 11/16 Group Exercise—Thesis Workshop or Essay #4; Discuss Pronoun-Antecedent
Agreement (see LBH, p. 253-256): Group Exercise—Pronoun-Antecedent
Agreement; Punctuation—Quotation Marks (see LBH, p. 332-336).
Homework: Gather research material for Essay #4; Begin constructing an outline for Essay #4
(Extra Credit)
Mon., Nov. 21 & Wed., Nov. 23 rd – Thanksgiving Holiday: No Class
Homework: Gather research material for Essay #4; Begin constructing an outline for Essay #4
Mon., 11/28 Library Research—Gather Material for Essay #4; Group Exercise—Punctuation with
MLA format & documentation.
Homework: Gather evidence for Essay #4; Begin outlining Essay #4 (extra credit)
Wed., 11/30 Library Research—Gather Material for Essay #4; Group Exercise—Sit/Set, Lie/Lay, and Rise/Raise (see LBH, p. 213-216).
Homework: Finish gathering evidence; Prepare outline of Essay #4 (extra credit); Begin drafting Essay #4.
Mon., 12/5 Revision Strategies for Essay #4; Style and Tone—a “Fair” approach; Question and
Answer Session—MLA Format & Documentation; Assign Peer Review Worksheet #4
(due Wed., 12/7).
Homework: Prepare Rough Draft of Essay #4 for Peer Review; Begin working on Peer Review
Worksheet #4.
Wed., 12/7 Last Day of Class; Peer Review Workshop #4.
Homework: Revise Essay #4 and submit online; Submit Peer Review Worksheet #4 online (if not submitted in class); Submit Extra Credit #4 (Outline) online (if not submitted in class)
Essay #4: Argumentation due via ANGEL or e-mail ( jlh0091@unt.edu
or jhobbs@nctc.edu
) by
11:59 PM, Friday, Dec. 9 th , 2011
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