Developmental English
Southwest College
English 0310: Fundamentals of Grammar and Composition II
CRN 71408 Spring 2011
West Loop Campus Room C225 10:00-12:00 Tuesday/Thursday
Three Hour Lecture One Hour Lab Sixteen Weeks Sixty-four Semester Hours
Instructor: Bob Akin
Office Number: 713-718-6365 Email: bob.akin@hccs.edu
West Loop Faculty Offices
Hours: 2:00-3:00 TTH
Learning Web: http://learning.swc.hccs.edu/membser/bob.akin
Conferences are available on a daily basis and by appointment.
Course Description
A course designed to prepare students for English 1301. Students will ordinarily proceed
to English 0310 after taking English 0300. Some students may, however, test directly into
English 0310 (English 0300 is not a prerequisite for English 0310). English 0310
provides a basic review of the principles of grammar, usage, and mechanics and utilizes
the writing process to teach students to write short essays (300-500 words).
ACGM-Course Description
Developmental Writing
Development of fundamental writing skills such as idea generation, organization, style,
utilization of Standard English, and revision.
Approval Number ........................................................................................ 32.0108.53 12
CIP Area ................................................................Reading, Literacy, and Communication
maximum SCH per student ............................................................................................. 9
maximum SCH per course .............................................................................................. 3
maximum contact hours per course .............................................................................. 96
Prerequisites
Students are responsible for registering for and taking the correct courses to meet
department, institutional, and state requirements. A student who is taking developmental
English, reading, or math to meet minimum standards as set by the state government will
be blocked from registering for certain college-level courses based on a lack of
prerequisites. Example: a student tries to register for History 1301; however, the student
has not passed the reading and writing sections of the placement test. The student also
has not completed GUST 0342 and ENGL 0310 (or ENGL 0349 for the non-native
speakers). The student will be blocked from registering for HIST 1301 because
prerequisites have not been met.
Course Goals
By semester end, the student who passes with a "C" or above will have been able to
1. Complete and comprehend reading assignments.
2. Attend class regularly, missing no more than 12.5% (8 hours) of instruction.
3. Participate in small group/class discussions to analyze and interpret essay models.
4. Write five or six passing essays as assigned. Two essays will be timed and impromptu.
5. Pass the final essay with 70%+ and achieve a 70%+ average in the course.
In English 0310, students receive instruction and write essays that will improve their
writing skills. Students learn reading and writing strategies, the application of writing
process steps, cultivation of content at the sentence, paragraph, and essay levels, standard
grammar, sentence, and word usage, and the standard conventions of mechanics
(punctuation, capitalization, and spelling). Students are expected to demonstrate basic
mastery (70% or higher scoring) as they progress through English 0310. When students
complete English 0310, they will have met specific goals of basic mastery in writing
skills, standard usage, and mechanics conventions.
Program Learning Outcomes: The Developmental English Program prepares students
for the writing requirements of core academic English courses and any standard testing
required by any state or other agency.
Student Learning Outcomes
By the time students have completed English 0310, they will be able to
1. Use a variety of sentence patterns in writing.
2. Comprehend and respond to assigned readings.
3. Employ the writing process (planning, drafting, editing, revising, and developing
thesis and topic sentences) in assigned writings.
4. Write a variety of essays using appropriate rhetorical modes.
5. Incorporate the ideas and words of other writers in their own essays using
established strategies.
Learning Objectives
Students will
1-1 Identify and demonstrate use of varied sentence types in assigned readings
1-2 Identify and demonstrate use of varied sentence types in assigned writings
2-1 Demonstrate comprehension of assigned reading through discussion, quizzes and
or journals.
2-2 Respond to assigned readings through journals and/or essays in similar rhetorical
mode
3-1 Submit essay packets for grading employing all stages of the writing process
3-2 Demonstrate the steps of the writing process for class assignments and/or
collaborative work.
4-1 Write in three to four rhetorical modes per semester.
4-2 Write in one rhetorical mode or use a combination to demonstrate proficiency on
final exam in class essay.
5-1 Effectively use outside sources in collaborative writing project.
5-2 Analyze and synthesize material from readings.
SCANS or Core Curriculum Statement and Other Standards
Developmental English 0310 Objectives include and incorporate federally mandated
SCANS SKILLS (workplace skills) in both curriculum and classroom instruction and
applications. SCANS SKILLS include skills development in listening, speaking, reading,
writing, critical thinking skills, and computer literacy.
ENGLISH 0310 COURSE CALENDAR
Textbooks: The Little, Brown Handbook (LB) Eleventh Edition: Fowler et al
The Simon and Schuster Short Prose Reader (SS), Fifth Edition: Funk et al
Important Dates:
2/21 Presidents’ Day Holiday
3/14-20 Spring Break
4/14 Last Day for Withdrawals
4/22-24 Easter Holiday
5/9-15 Final Exams
5/20 Grades Online
Course Content: Specific page assignments in LB, essay assignments in SS, and dates
for assignments will be made by the instructor. The instructor may make additional
assignments and/or change assignments during the semester. In LB, for pages within
chapters, begin reading at first new heading or topic.
Week One
Diagnostic Essays; Introduction to Course; Preview Texts; Course requirements
and materials; Syllabus and Calendar; THEA information and requirements; Intro
to Writing Process; Reading Strategies
LB
SS
Day One
Chapter 1
Chapter 1
2-15
1-8
Day Two
Chapter 2
Chapter 1
16-26
8-14
Week Two
Writing Process Steps and Outline: Addressing topic and essay assignment;
Purpose and Audience; Developing a Topic; Using Inventions; Developing a
Thesis; Groupings and informal outlines; Drafting; Discuss SS assignment
Begin Reading Journal (RJ) and Freewriting Journal (FJ)
LB
Chapter 2
27-42
Chapter 3
46-54; 60-66
Week Three
Writing Process: Content development; More on using inventions; Description
and Narration as rhetorical modes; Developing paragraphs and topic sentences;
Effective descriptive details; using narration and ordering of details
RJ and FJ Entries as assigned
Essay One: Narration and Description; Begin with essay assignment, topic,
inventions, and outline
LB
Chapter 4
72-77; 82-84; 88-89 Chapter 4
92-103; 104-110
SS
Chapter 3
29-38
Chapter 3
43-46
Week Four
Organization and Drafting; Rhetorical Modes: Evaluating description and
narration for effective content; Organizational patterns and ordering details: Begin
revising and editing techniques; Evaluating whole essay, paragraphs, sentences,
and words
RJ and FJ Entries as assigned
Week Four
Essay One: Draft in class, revise in and out of class
LB
Chapter 12
230-239
Chapter 12
240-247
SS
Chapter 3
51-54
Chapter 3
58-62; 67-68
Week Five
More on revision and editing; using revision and editing checklists; Prepare Essay
One final copy; Illustration/Example as rhetorical modes; developing effective
examples and support details; Parts of Speech and Sentence Structure
RJ and FJ Entries as assigned
Essay One: Essay One is Due; edit and complete final copy
LB
Chapter12
250-253; 257-259
Chapter 12
260-264
SS
Chapter 4
69-79
Chapter 4
82-85; 89-92
Week Six
Illustration and Example in paragraph development; Effective outlining: Review
effective thesis and support evidence; Sentence Structure, Prepositional Phrases,
and Subordinate Conjunctions
RJ and FJ Entries as assigned
Essay Two: Illustration & Example; assignment, topic, inventions, outline
LB
Chapter 13
264-269
Chapter 14
272-282
SS
Chapter 4
97-102
Chapter 4
107-108
Week Seven
Evaluating Illustration and Example for effectiveness; check main ideas and use
of details; Review drafting and revision technique; Nouns and Pronouns usage;
Begin Verb Forms and Tenses; Irregular Verbs
RJ and FJ Entries as assigned
Essay Two: Draft Essay Two in class, Revise Essay Two in class
LB
Chapter 14
282-285; 289-294
Chapter 14
296-301
SS
Chapter 6
144-154
Chapter 6
159-162
Week Eight
Classification and Division as rhetorical mode; developing example paragraphs;
Review editing and final copy preparation for Essay Two; Helping Verbs,
Modals, Gerunds, and Infinitives; Midterm Exam
RJ and FJ Entries as assigned
Essay Two: Essay Two is Due; edit and complete final copy in class
LB
Chapter 15
301-307
Chapter 15
308-315
SS
Chapter 6
166-170
Chapter 6
174-178
Week Nine
Classification and Division strategies; Developing a topic and support evidence;
Developing effective classification details; Subject Verb Agreement; Pronoun
Agreement; Indefinite Pronouns; Begin Sentence Fragments
RJ and FJ Entries as assigned
Essay Three: Definition or Classification; Assignment, topic, inventions, outline
LB
Chapter 17
330-337
Chapter 18
338-345
SS
Chapter 6
182-183
Week Ten
Classification and Division: Groupings and ordering of details; Example
Paragraphs development; Check thesis and topic sentences; Review drafting and
Revisions strategies; More on Fragments; Begin Comma Splices and Run-ons
RF and FJ Entries as assigned
Essay Three: Draft Essay and Revise Essay Three
LB
Chapter 40
531-538
Chapter 40
539-546
SS
Chapter 10
293-300
Week Eleven
Using Argument and Persuasion; Using thesis and topic sentences to construct
argument; Review revision/editing; More on Comma Splices and Run-ons;
Spelling; Pronoun Reference; Begin Commas
RJ and FJ Entries as assigned
Essay Three: Essay Three is Due; edit and complete final copy
LB
Chapter 19
345-352
Chapter 28
422-431
SS
Chapter 10
301-305
Chapter 10
306-311
Week Twelve
Developing Argument and Persuasion content; Developing example paragraphs
that support the thesis; Using organization to present an argument; Commas
RJ and FJ Entries as assigned
Argument and Persuasion: Sample Topics and Outlines
LB
Chapter 28
432-437; 439-443
SS
Chapter 10
316-320
Chapter 10
321-324
Week Thirteen
More on constructing and analyzing arguments; Preparation for In-Class Final
Essay; Complete all grammar work
RJ and FJ Entries as assigned
Argument and Persuasion: Sample Paragraphs and One Draft
LB
Review Assignments
Follow up Assignments
SS
Chapter 10
350-352
Begin Journals completion
Week Fourteen: In-Class Final Essay; Two Hours
SS
Supplemental Readings as Assigned; RJ and FJ Entries as assigned
Follow-up Assignments: Complete Persuasion/Argument preparation as needed.
Week Fifteen: Review and Preparation for Departmental Exam
English 0310 Study Guide and Final Exam Review
Week Sixteen: Departmental Final Examination: Two Hours
Instructional Methods
In English 0310, I use a variety of approaches to help students enhance their listening,
speaking, reading, and writing skills. These include lecture, lab, and writing workshop
activities. Students will engage in pairs and group activities, use online resources, and
learn multiple writing styles. Students will have ample opportunities to develop and
improve their writing skills for both college and business world writing.
Textbooks: The Little, Brown Handbook (LB) Eleventh Edition: Fowler et al
The Simon and Schuster Short Prose Reader (SS), Fifth Edition: Funk et al
Course Materials:
1) A Three Ring, Hardback Notebook, six dividers, a highlighter, 250 sheets of loose-leaf
paper, 1 Scantron Sheets; 2) A pocket dictionary; thesaurus recommended; 3) one flash
drive; 4) $2-3 for printing in labs/library
Student Assignments
Course Requirement: The base course requirements necessary in order for a
student to receive a grade are as follows: 4 Major Essays, Reading Journal,
Freewriting Journal, Quiz Bank Grade, Course Book, and Final Exam. The
minimum passing criteria for base course requirements is a grade of 70+ (a C or higher)
on the Final Essay and a 70+ average in the course. The grade distribution is as follows:
Essay Assignment One: Descriptive-Narrative Essay or Alternate Descriptive and
Narrative Paragraphs; 5% each
10%
Reading Journal
10%
Essay Two
10%
Freewriting Journal 10%
Essay Three (Collaborative Writing
Quiz Bank
10%
Project)
10%
Course Book
10%
Essay Four: Final Essay
20%
Final Exam
10%
GRADING SCALE: 90 - 100 A
80 - 90 B
70 - 79 C
Below 60 U/IP
60 - 69 IP
(U=Unsatisfactory)
Business and Policy Information
Attendance: The Texas Higher Education Coordinating Board charges colleges and
universities to set attendance standards for courses. The attendance requirement for HCC
is 87.5%. This requirement allows a 12.5% absence maximum in a 4-hour course which
computes as 8 hours. MW and TR classes have four absences. A student who exceeds
the maximum is dropped from the course.
Tardies: A student who is tardy may sign the roll at the end of class. A tardy student
who fails to sign the roll will be counted as absent. Excessive tardies, either individual or
as a class, are an interruption of instruction. Official tardy count is recorded as follows:
three tardies (or breaks or early leaves) count as one class absence.
IP (In Progress grade) is given to students who do not meet the minimum grading
standards but who are otherwise in good standing (complete all assignments on a timely
basis, attend class, participate, etc.) An IP does not affect a student's GPA but does
require the student to re-take the course. A student may receive an IP grade only once for
any developmental course. When repeating the course, a student must receive a letter
grade (A, B, C, or F).
W (Withdrawn) is given to a student who exceeds the 12.5% maximum absence or to a
student who withdraws from the course before the last drop date. F may be given in
cases of poor performance, scholastic dishonesty, or other severe academic violations.
An F or W grade requires that the student repeat the course.
Texas Law Change to Withdrawal Policy for Texas Institutions: In 2007, the Texas
Legislature determined to limit the number of withdrawals a student may receive in the
course of a college career (four years for a bachelor degree) to six withdrawals. Students
who exceed this number may pay increased tuition. Students who receive financial aid
may also be affected. Students who stop attending class after the last day for withdrawals
will receive an F grade for the course. HCCS has determined that students must now
receive counselor advisement to drop a course. If you plan to drop a course, contact your
instructor and/or a counselor to determine the best course of action.
Scholastic Dishonesty: The Houston Community College System Student Handbook
2009/2010 page 34 defines the following criteria: "Scholastic dishonesty includes, but is
not limited to, cheating on a test, plagiarism, and collusion." Please refer to the
Handbook for the specifics of cheating on a test. "Plagiarism means the appropriation of
another's work and the unacknowledged incorporation of that work in one's own written
work offered for credit. Collusion means the unauthorized collaboration with another
person in preparing written work offered for credit. Possible punishments for academic
dishonesty may include a grade of 0 to F for the particular assignment, failure in the
course, and/or recommendation for probation or dismissal from the College System."
Course Overview: The dominant focus of English 0310 is on Writing Process, reading
and thinking critically for evaluation purposes, and the production of writing products
that demonstrate both provocative reading and effective presentation. Students will have
ample opportunities to learn, apply, practice, and refine writing skills.
Course Objectives: The primary objective of English 0310 is to teach students the
central components of academic writing and prepare them for future English composition
and other college course writing as well as career writing. Students will gain extensive
experience using Writing Process, rhetorical modes, structural strategies, and standard
conventions of grammar, usage, and mechanics. Successful students will master these
writing techniques with sufficient skill to address freshman level English composition
and any state testing requirements.
STUDENT CONDUCT: The guidelines for student conduct are specifically defined in
The Student Handbook 2009/2010, page 34. “A student’s membership in the community
of scholars is a privilege and carries with it obligations to participate in and contribute to
the educational mission of the College and to avoid any behavior that is contrary to that
mission. Therefore, no student may disrupt or otherwise interfere with any educational
activity being performed by a member of the College System.” It is expected that
students will demonstrate both courtesy and cooperation in the classroom. A student who
either cannot or will not extend courtesy and cooperation may not continue the course.
HCCS POLICY: The use of electronic devices in the classroom is strictly prohibited per
the Chancellor’s policy addition July 1, 2007: "Use of recording devices, including
camera, phones, and tape recorders is prohibited in classrooms, laboratories, faculty
offices, and other locations where instruction, tutoring, or testing occurs. Students with
disabilities who need to use a recording device as a reasonable accommodation should
contact the Office for Students with Disabilities for information regarding reasonable
accommodations." Ringing cellular phones or sounding beepers constitute an
interruption of instruction. Students must remember to TURN OFF phones and beepers
when they are in class. A student who does not cooperate may be dismissed from class.
Course Prerequisites and Placement: Students are responsible for registering and taking the
correct courses to meet department, system, and state requirements. A student who is taking
developmental English, reading, or math to meet state requirements is responsible for taking the
correct courses. A student who registers for a class without meeting the state and/or HCCS
requirement will be dropped from the class. Example: a student registers for English 1301 (credit
level freshman composition). However, the student has not passed the Reading and Writing
Sections of the THEA or a THEA Alternative Test (Asset or Compass). The student has not
completed GUST 0342 and ENGL 0310 (or ENGL 0349 for second language speakers). These
course requirements were determined by the student’s test scores. The student will be dropped
from ENGL 1301 without a refund.
GUST 0342 and ENGL 1301: Students taking developmental English and reading courses for
state purposes must complete GUST 0342 (Reading) and English 0310 before taking Engl 1301.
Repeating a Course: Students who repeat a course three or more times may soon face
significant tuition/fee increases at HCC and other Texas public colleges and universities. If you
are considering course withdrawal because you are not earning passing grades, confer with your
instructor/counselor as early as possible about your study habits, reading and writing homework,
test-taking skills, attendance, course participation, and opportunities for tutoring or other
assistance that is available. If you are attending on a student visa and withdraw from the class,
your grade report will reflect a W, not IP or F.
Grade Reports: Students may get their grades online at the HCCS homepage at www.hccs.edu.
Students who require a paper or hard copy of their grades must obtain an unofficial transcript
from the Records and Admissions Office of their campus or college.
American Disabilities Act and ADA Compliance
HCCS is compliant with the ADA and Sec. 504 of the Rehabilitation Act of 1973. “Any student
with a documented disability (e. g. physical, learning, psychiatric, vision, hearing, etc.) who
needs to arrange reasonable accommodations must contact the Disability Service Office at the
respective college at the beginning of each semester. Faculty are authorized to provide only the
accommodations requested by the Disability Support Services Office.” The Disability Services
Office number for Southwest College is 713-718-7910. Dr. Becky Hauri is the ADA counselor.
Sexual Harassment: It is a violation of HCCS policy for an employee, agent, or student of the
college to engage in sexual harassment as defined in the EEOC guidelines (EEO/AA Compliance
Handbook 47). Consult the 2010-2011 Student Handbook for specifics.